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This guidance note explains how policymakers and practitioners can more effectively integrate children with disabilities into mainstream education and give them the individualized support they need.
COVID-19 has exacerbated the situation for marginalized children with disabilities who make up around 5% of the global child population but encompass over half of those excluded from schools. Drawing on case studies from the Kyrgyz Republic, the Marshall Islands, and Nepal, this publication shows how adopting a holistic stance and building multistakeholder partnerships can help ensure children with disabilities receive an inclusive, quality education.
