Advancing Inclusive Education

Introduction

Children with severe disabilities are often the last to be reached by education systems, especially in low- and middle income countries. While inclusion is widely promoted, in practice schools rarely (are able to) meet the needs of those learners requiring intensive and personalized support.

To address, Liliane Fonds initiated a cross-country study with partner organisations in seven African countries to understand how education can become accessible to severely disabled children. Conducted by intern Esta Nagtegaal (YES Master’s Student, Utrecht University), The study worked with partner organisations in seven African countries.

Context

Worldwide, 240 million children live with disabilities, yet those with severe disabilities remain the most excluded from classrooms. In many low-resource settings, stigma, lack of trained teachers, overcrowded schools, and poverty mean that these children are often kept at home.

Research on inclusive education is growing, but it is largely concentrated in high-income countries. This leaves a major knowledge gap: how can inclusion work in contexts where resources are limited, and where children with severe disabilities require intensive, tailored support.

By working directly with our local partner organisations in Africa, this project brings much-needed insight into real-life solutions. While the study found promising examples of progress, such as schools adapting classrooms or communities supporting home-based learning, it also highlighted persistent challenges.

Adressing knowledge gaps

The study provides valuable insights into effective practices, persistent challenges, and enabling factors that can drive meaningful improvements in making education accessible for children with severe disabilities.

Key components identified include:

• Targeted teacher training focused on developing specialised skills and fostering an inclusive mindset.
• Individual development plans tailored to each student’s rehabilitational and educational requirements and an exit plan (how is the child supported after exiting education).
• Close collaboration with parents and caregivers to ensure continuity and consistency between home and school environments.
• Multi-disciplinary strategies integrating education with rehabilitation, therapy, and life skills development.
• Implementation of alternative models, such as:
• Specialised classes within inclusive schools,
• Community-based programs,
• Home-based instructional approaches.
• Provision of supportive tools, including assistive devices, adapted materials, and access to nutritious school meals.

Identified Barriers

Many education systems in low- and middle-income countries still struggle to include students with severe disabilities, despite global policy efforts. Key challenges include:

• Overcrowded classrooms
• Insufficient specialist teacher preparation and limited professional support networks.
• Ongoing stigma and discriminatory attitudes.
• Inadequate funding for transportation, appropriate teaching resources, and disability-specific supports.
• Rigid systemic structures that do not adapt to varied learning and care needs.

Consequently, numerous children with severe disabilities are excluded from both educational and social participation, limiting future opportunities.

Critical Enablers for Inclusion

The research highlights several actionable enablers essential for achieving genuine inclusion:

• Reducing class sizes and providing specialised learning environments with appropriate support.
• Establishing teacher mentorship initiatives and investing in sustained, inclusive capacity-building efforts.
• Empowering families through targeted training to complement educational interventions.
• Enhancing cross-sectoral coordination among education, health, and social services.
• Launching community awareness campaigns to reduce stigma and foster acceptance.
• Ensuring policy enactment is supported by adequate funding.
• Adopting flexible education models, including hybrid, mobile, and home-based options.

Collectively, these enablers form the foundation of inclusive education systems capable of meeting the diverse needs of all students, particularly those who are currently underserved.

The research shows that inclusive education policies do not automatically guarantee the inclusion of all students. In reality, children with severe disabilities continue to face significant barriers. The findings show that real inclusion requires commitment, resources, and collaboration.

Contributing partners

Learn more:

• Download Infographic IE
• Download thesis summary

Contact

Roos Sprangers
rsprangers@lilianefonds.nl