Landscape Analysis on Inclusive Education in Asia
Children with disabilities are less likely to be enrolled in school in low- and middle-income countries in Asia and beyond. Further, in most school systems in these countries, children with disabilities are not identified as having a disability and thus do not receive necessary support, even when the country has an inclusive education policy. Poverty, limitations in the operationalization of national policies, traditional socio-cultural barriers, and the stigma attached to disabilities compound and complicate issues of school enrollment. Even when enrolled, children with disabilities experience challenges with quality inclusive education.
Reports and studies indicate gaps in the identification of children with disabilities in school systems, gaps in teacher professional development and support, and a lack of specialized materials and resources. This desk review aims to provide critical information to policymakers and practitioners in USAID focal countries in Asia on the landscape of inclusive education for children with disabilities.