We Ring the Bell
A worldwide initiative of Liliane Fonds that runs in more than 20 countries to raise awareness for the right to education for children with disabilities. We Ring the Bell for Inclusive Play-Based Early Childhood Education (IPECE) for all children, including children with disabilities.
Why we ring the bell
- Every child learns through play, with or without a disability.
- Inclusive, play‑based early learning is effective, affordable and doable now.
- Governments must invest in Inclusive Play‑based Early Childhood Education (IPECE).
2026: Ringing the Bell for financing IPECE
We build on our previous initiatives to promote Inclusive Play-Based Early Childhood Education (IPECE) and align with the growing international momentum for improved financing of early childhood development, care and education.
This is particularly urgent as the first Ever International Finance Summit for Early Childhood is set to take place in 2027. The aim of the Summit is to support countries in moving from pledges to funded national plans, making SDG 4.2, access to quality early childhood development and education for all children, achievable by 2030.
Inclusion and equity are central to this: financing strategies must deliberately reach the most vulnerable children, including children with disabilities. After all, inclusive financing benefits all children. Learn more about the Act For Early Years campaign
Discover how our IPECE approach is driving inclusive early childhood education in Kenya.
As early childhood education is still developing in many countries, it is crucial to design it inclusively from the ground up. This means taking into account the needs of children with disabilities from the outset, for example by investing directly in inclusive infrastructure, inclusive pedagogy and the use of play‑based methods and materials.
That is why we call for:
- Make inclusive, play‑based early childhood education (IPECE) the standard from day one.
Ensure that inclusion is not an add‑on, but is embedded in policy, programme design and financing from the outset. - Strengthen policies and systems for inclusive, play‑based early learning in all early childhood settings.
Adopt and implement policies that support inclusive practice and invest in learning environments that are accessible to all children, with a focus on inclusive pedagogy, play‑based methods and appropriate materials. - Guarantee targeted resources for inclusion.
Provide dedicated funding (such as an Inclusion Grant) for support services, assistive devices and accessible play and learning environments for children with disabilities. - Apply UNICEF’s 10% benchmarks.
In line with UNICEF’s commitment to both early childhood and disability inclusion, set aside at least 10% of early years funding explicitly for the inclusion of children with disabilities.
Our message is clear: Inclusive, play‑based early childhood education (IPECE) is achievable by 2030, but only if inclusion is not an afterthought, but a prerequisite for financing.
Join us | Download materials
Do you want to make a lasting impact on inclusive education? Join us in raising awareness and fostering learning about the crucial role of play in enhancing the quality of education for children, including those with disabilities.
Brochure
Discover why inclusive, play-based early childhood education matters. This brochure highlights key principles, benefits and global frameworks that support every child’s right to learn, play, and develop in an inclusive environment from the very start.
Flyer and leaflet
Together with our partners we created a new flyer and leaflet, designed to help all partners and everybody interested with valuable IPECE insights and resources.
These materials are not only informative but also serve as a catalyst for meaningful conversations and actions towards promoting inclusive education. Whether you’re an educator, a policymaker, a parent, or simply someone who cares about inclusive education, these materials are for you.
They come in three languages: English, French and Spanish.
Flyer
The flyer is designed to raise awareness among diverse audiences. This visually engaging resource is perfect for sharing in community spaces, events, or online platforms to encourage individuals to learn more about our mission.
> Download the flyer here [English]
> Download the flyer here [French]
> Download the flyer here [Spanish]
Leaflet: how to advocate in your country?
The leaflet is tailored for individuals passionate about promoting IPECE, including practical tips for advocating for IPECE in your country.
> Download the leaflet here [English]
> Download the leaflet here [French]
> Download the leaflet here [Spanish]
IPECE in Zambia
Our partner organizations in Zambia organized a successful campaign for Inclusive Play-based Early Childhood Education in 2023 and managed to encourage many other organizations to become actively involved. They convinced local authorities of the importance of IPECE and, as a result, received unexpected financial support to implement IPECE.
Disability awareness India
Mary lives in India. She was born with cerebral palsy. At school, people did not acknowledge her, and teachers took no interest in her studies. The “We Ring The Bell” Campaign increased disability awareness among her teachers, Mary says. Now, she is treated equally by her teachers. They always help her and appreciate her for who she is.
Sign language training Togo
At high schools in Bè-Plage and Agbalépédogan in Togo, students with a hearing impairment often drop out because there are no teachers with specific skills to help them. After the “We Ring The Bell” campaign in 2018, both high schools made up a list of teachers who voluntarily wanted to receive training in sign language. The parent associations of the schools inserted a budget line in the annual budget to financially support these teachers in making education more inclusive at their schools.
Disability rights Vietnam
At the Ngoc My A primary school in Vietnam, officials, the school board, teachers, students, and parents learned about the rights of children with disabilities during the “We Ring The Bell” campaign. Evaluation after two months showed clear improvements in disability awareness and inclusion at the school: children with disabilities felt less timid and alienated and had more positive interactions with their peers without a disability.
For more information on Inclusive Play-based Early Childhood Education (IPECE), please visit:
> Inclusive Play-based Early Childhood Education (IPECE)
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Side by side for inclusive education - India -
Children sign for educational rights of children with disabilities - India -
Education is my right - Nigeria -
Parade through the streets for inclusive education - Uganda -
Young people take action during the We Ring The Bell campaign - Uganda
