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Pathways to Inclusion and Equity: Disability Inclusion in Education - Inclusive Education Approach Paper

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dc.contributor.authorAlasuutari, Hanna
dc.contributor.authorNiaz, Laraib
dc.contributor.authorD’Angelo, Sophia
dc.date.accessioned2024-12-16T18:57:48Z
dc.date.available2024-12-16T18:57:48Z
dc.date.issued2024-12-16
dc.description.abstractThis approach paper provides guidance to World Bank Education Task Team Leaders (TTLs), World Bank staff across sectors, and other stakeholders on how to ensure education sector operations become more inclusive and include marginalized learners, such as learners with disabilities. The primary purpose of the approach paper is to ensure that education systems are strengthened to become more inclusive and accommodate the diverse needs of all learners, including learners with disabilities, from the outset—whether drafting a research plan for an analytical study or conceptualizing operational work including lending operations. Despite a global focus on inclusive education, many of the most marginalized learners, particularly in low- and middle-income countries (LMICs), remain left behind. For these learners, disadvantages may be amplified through intersecting variables such as gender and poverty. This approach paper provides four overarching principles to guide the World Bank’s inclusive education approach. Inclusive education has historically been associated with persons with disabilities; however, inclusion is broader in scope.en
dc.identifierhttp://documents.worldbank.org/curated/en/099120224164032400/P1775501b437210b1192fa1a44228402297
dc.identifier.doi10.1596/42542
dc.identifier.urihttps://hdl.handle.net/10986/42542
dc.languageEnglish
dc.publisherWashington, DC: World Bank
dc.rightsCC BY 4.0
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectDISABILITY
dc.subjectINCLUSION
dc.subjectACCESSIBILITY
dc.subjectEDUCATION
dc.titlePathways to Inclusion and Equityen
dc.title.subtitleDisability Inclusion in Education - Inclusive Education Approach Paperen
dspace.entity.typePublication
okr.date.disclosure2024-12-16
okr.date.doiregistration2025-04-14T11:49:54.045974Z
okr.date.lastmodified2024-12-03T00:00:00Zen
okr.doctypeReport
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099120224164032400/P1775501b437210b1192fa1a44228402297
okr.guid099120224164032400
okr.identifier.docmidP177550-b43721be-077c-44b1-92fa-a44228402297
okr.identifier.externaldocumentum34431536
okr.identifier.internaldocumentum34431536
okr.identifier.report195305
okr.import.id6055
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099120224164032400/pdf/P1775501b437210b1192fa1a44228402297.pdfen
okr.sectorPublic Administration - Education
okr.themeEducation,Human Development and Gender,Access to Education,Education Governance, School-Based Management
okr.topicEducation
okr.topicSocial Protection and Assistance
okr.unitPeople - Education Global (HEDGE)
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