Include us in education: Barriers and enablers to education for children with disabilities in Nepal

Session Submission Type: Group Panel

Description of Session

Objective: The primary objective of the panel is to highlight the barriers and enablers to accessing quality education for children with disabilities.

Prejudices or a lack of open discussion about disability often results in children with disabilities being overlooked in the planning and provision of services in the education sector. Given that children with disabilities are ten times less likely to attend school compared to children without disabilities, this is a topic which should be highlighted at CIES 2015.

While it is widely acknowledged that children with disabilities face exclusion in accessing and receiving quality education, more research is needed to better understand why this disparity exists. By identifying the barriers to accessing quality education, this panel seeks to highlight global inequalities for children with disabilities and encourage governments and education systems to ensure children with disabilities can exercise their right to quality inclusive education.

In order to identify and address these issues, Plan International, in collaboration with the London School of Hygiene and Tropical Medicine and the International Centre for Evidence in Disability, conducted a qualitative research study in Nepal. The research was published in December 2014 in a research report entitled ‘Include Us in Education!’.

Perspectives/Framework: This research, which will be presented on the panel, shows that when children with disabilities drop out of school it can have a negative impact on their psychosocial wellbeing, as many will have faced violence, bullying and discrimination, by peers and teachers, as well as in community and home life. The panel discussion will examine the barriers that children with disabilities in Nepal face when it comes to enrolling, staying in and regularly attending school. For instance, the research found that economic factors, including direct costs of schooling caused problems for families, while the time it takes for parents to take their children to and from school was a more persistent barrier. Negative parental attitudes also posed a barrier, as they questioned whether there was any use in sending their child to school – particularly if they had an intellectual disability. Even when children with disabilities were enrolled in school, many still faced difficulties, with some citing poor physical accessibility within schools as an issue. A lack of specialist resources, adapted curriculum and teacher training, particularly in mainstream schools, made it difficult for many children to learn.

Taking the main findings into account, the panelists will provide an overview of the research which has been conducted and outline the recommendations made for Plan International, communities, schools, governments and for future research.

Relevance/Importance to CIES 2015: This panel discussion is relevant to the theme of CIES 2015, as it highlights the spirit of ubuntu and the importance of inclusive education in global education systems. As highlighted by the CIES, education systems contribute to the reproduction of existing structures of gender and social inequality, which has a negative impact on society as whole. The participants will offer practical examples and challenges of inclusive education programmes in developing countries. This offers an exciting opportunity to reflect on and contribute to the existing possibilities related to inclusive education globally.

Structure of Session: A panel of speakers will discuss the barriers and enablers to accessing quality education for children with disabilities in the developing world. The panelists will use a combination of verbal, powerpoint and video presentations, which contain relevant information and images. The presentations will be followed by a ‘Questions and Answers’ session, so that the audience can exchange with the panel members.

Sub Unit

• SIG: Inclusive Education

Chair

• Vernor Munoz, Plan International

Individual Presentations

• Inclusion is central to Plan International's Global Education Strategy (2015-2020) - Vernor Munoz, Plan International

• Maximizing our sponsorship data to ensure the right to education for all children - Vernor Munoz, Plan International; Linda Campbell, Plan International; Anita Reilly, Plan United Kingdom

• Include Us in Education! - Barriers and Enablers to Education for Children with Disabilities in Nepal - Prem Aryal, Plan International - Nepal