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These guidelines have been prepared by the United Nations Office at Geneva as part of efforts to implement the United Nations Disability Inclusion Strategy, launched in 2019. The Strategy is a key framework for policy and action to mainstream disability inclusion at the United Nations. It is aimed at removing barriers and engaging persons with […]

Inclusive education is not only about bringing children into classrooms, it is about making them feel safe, valued, and heard. Restorative practices create spaces where every voice matters, especially those who are often ignored. Here is a document regarding what restorative practices relate to inclusive education in learning settings.

This Policy Brief on “Inclusive Education and Assistive Technology for Girls and Young Women with Disabilities” was developed by Access Planet in Nepal. In Word version:

एक्सेस प्लानेट द्वारा तयार पारिएको “अपाङ्गता भएका बालिका  तथा युवा  महिलाहरू केन्द्रित समावेशी शिक्षा तथा सहायक प्रविधिहरूसम्बन्धी संक्षिप्त नीति विश्लेषण” Word फाईल:

भाषाको माध्यमबाट समावेशी शिक्षा प्रवर्धन गर्न सकिन्छ । यसका छ तरिकाहरूको छलफल गरिएको छ ।

Language-based exclusion is often the first injustice children face in school. If we ignore mother tongues, we quietly tell children their identity does not belong in education.

The UNESCO Salamanca Statement, adopted in 1994 at the World Conference on Special Needs Education in Salamanca, Spain, marked a historic turning point in global education. It declared that inclusive education should be the foundation of education systems, where schools welcome all learners regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. The Statement emphasized that education is a fundamental human right and that schools must adapt to the diverse needs of children rather than expecting children to fit rigid systems.

Launched the global EFA movement. Foundational for equity in education discourse.

तपाईँ हामीले जानेर वा नजानेर अपाङ्गता भएका व्यक्तिहरूको मन दुख्ने गरी वा आत्मसम्मानमा ठेस पुग्ने गरी विभिन्न गलत शब्दहरुले सम्बोधन गरिरहेका हुन सक्छौँ ।

Adopted by the United Nations in 2006, the Convention on the Rights of Persons with Disabilities (CRPD) is a landmark international treaty that affirms the equal rights and dignity of persons with disabilities. It marks a global shift from viewing disability as a matter of charity or medical concern to recognizing it as a human rights issue rooted in equality, participation, and justice.

The UNESCO Guidelines on Inclusion in Education, published in 2009, provide a comprehensive framework for countries to transform their education systems to include all learners. The Guidelines define inclusion as a process of addressing and responding to the diversity of needs of all students through increased participation and reduced exclusion.

अपाङ्गता भएका व्यक्तिको अधिकार सम्बन्धी ऐन, २०७४ को अनुसूची (दफा ३ को उपदफा १ सँग सम्बन्धित) अपाङ्गताको परिभाषा तथा अपाङ्गताका प्रकारहरूको बारेमा जानकारी

The UNESCO GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability.

नेपाल सरकारले २०७३ सालमा अपाङ्गता. भएका बालबालिकाका लागि शिक्षामा पहुँच विस्तार गर्न उनीहरूको शारीरिक, मानसिक र कार्यगत क्षमताको आधारमा शिक्षा प्रदान गर्न विशेष शिक्षा नीति तर्जुमा गरी लागू गरेको थियो ।

The Government of Nepal has developed a template of an Individualized Education Plan (IEP).

नेपाल सरकारले जारी गरेको प्रारम्भिक बालबिकास राष्ट्रिय रणनीति २०७७-२०८८

राष्ट्रिय शिक्षा नीति, २०७६ को नीति (छ) मा समावेशी र विशेष शिक्षाबारे नीति १०.२८ मा उल्लेखित गउिएको छ जसमा अपाङ्गता भएका बालबालिकाहरूको सिकाइ आवश्यकता पूरा गर्न समावेशी शिक्षा एवं विशेष शिक्षाका अवसर प्रदान गर्ने र जीवनोपयोगी तथा व्यावसायिक सीप विकासका लागि पाठ्यव्रmम तथा पाठ्यसामग्रीमा अनुकूलन गर्ने भनिएको छ ।

Act Relating to Compulsory and Free Education in Section 3 guarantees rights to equal access to quality education and no one shall be discriminated against on any grounds.

विद्यालय शिक्षाको राष्ट्रिय पाठ्यक्रम प्रारुप २०७६

The Government of Nepal formulated a comprehensive School Sector Development Plan for a period of 2016-2023

Special Education Policy formulated by the Government of Nepal in 1996.

अपाङ्गता भएका व्यक्तिहरूको अधिकारसम्बन्धी अन्तर्राष्ट्रिय महासन्धि – चित्र सहितको पढ्न सजिलो किताब

UDL के हो र यसका तीन सिद्धान्तहरू यहाँ प्रस्तुत गरिएको छ ।

There are misconceptions about UDL. It is not a checklist but rather a mindset. It is also about removing barriers to the learning systemically rather than correcting students. And it benefits everyone, not just children with disabilities.

The Universal Design for Learning (UDL) Guidelines 3.0 are a globally recognized framework developed by CAST (Center for Applied Special Technology) to help educators design learning experiences that are flexible, accessible, and equitable for all students.

The UDL Guidelines 2.0, released in 2011, expanded and refined the original model by organizing the framework around three core principles: multiple means of engagement, representation, and action and expression. It incorporated advances in cognitive neuroscience and educational psychology, offering educators practical checkpoints to plan inclusive lessons for all learners.

The Universal Design for Learning (UDL) Guidelines 1.0, introduced by CAST in the late 1990s, were the first formal attempt to connect neuroscience, learning theory, and classroom design. These early guidelines encouraged teachers to think beyond one-size-fits-all instruction and to recognize learner variability as a norm rather than an exception.

यस पुस्तिकामा समावेशी शिक्षाबारे केही भ्रम र यथार्थहरूको चर्चा गरिएको छ ।

Chapter 7 focuses specifically on education. Strong data-driven document