Nepal Inclusive Education Network Formation

On 27 January 2026, the Inclusive Education Nepal (IEN) organized a workshop to initiate the development of a National Inclusive Education Network. This event marked the continuation of the dialogues IEN has been furthering since its first IEN Summit on 15 December 2025. The summit was attended by 22 representatives from various organizations of persons with disabilities and stakeholders on inclusive education.

The primary objectives of the meeting were to deliberate on the necessity of establishing the National Education Network, identify its core thematic areas for future focus, and discuss the proposed Terms of Reference (ToR) of the Network. 

The meeting commenced with an opening session led by Ram Tiwari, Director of IEN. He formally welcomed the participants and provided an overview of the current status of inclusive education in Nepal. While acknowledging that existing policies support inclusive education, he emphasized that practical implementation remains challenging. He noted that the education system is in a critical condition and requires urgent reform.

Mr. Tiwari highlighted the need to shift the approach from adjusting children to fit the system to adapting the system to meet the diverse needs of learners. After six decades of attempting to accommodate children within the existing framework, he stressed that it is now imperative for the system to evolve in alignment with learners’ needs. He further outlined the key sectors in which IEN intends to operate and underscored the importance of establishing a coordinated network to strengthen inclusive education efforts nationwide.

Inclusive Education Nepal, as a system-change organization, aims to transform how inclusive education is designed, governed, and practiced, rather than merely how it is delivered. The organization is committed to ensuring that education in Nepal is fully inclusive, equitable, and accessible, guided by the principles of Universal Design for Learning (UDL). Its work focuses on promoting inclusive education, universal design, special needs education, and inclusive safeguarding practices. IEN is working to on the ecosystem of inclusive education through the following four pillars:

I. National Center for Inclusive Education Resources 

The National Center for Inclusive Education Resources is envisioned as a centralized platform for accessing resources related to inclusive education, Universal Design for Learning, safeguarding, and other key educational areas. The establishment of this platform is essential, as there is currently no official or dedicated site through which stakeholders can easily access relevant materials and information. In many cases, individuals and organizations lack a clear channel for sharing educational resources, and the Center serves as a common space for resource exchange and knowledge dissemination. In collaboration with government agencies, IEN has been systematically collecting data from various sources to build a comprehensive understanding of inclusive education in Nepal. 

Furthermore, the absence of a centralized information system has contributed to the duplication of research efforts due to limited awareness of existing studies. The Center helps address this challenge by promoting transparency, coordination, and informed research practices. In addition to resource sharing, the platform would also support continuous learning and capacity building among education stakeholders.

II. National Directory of Experts and Service Providers of Inclusive Education

Another key initiative of IEN is the development of a National Directory of inclusive education–related services and stakeholders. Currently, there is a notable lack of awareness among parents and individuals seeking support regarding where and how to access available services. In many cases, this limited knowledge results in the inability to obtain necessary assistance.

To address this gap, IEN is compiling a comprehensive directory that includes mainstream schools, special schools, resource classes, and professionals working in the field of inclusive education. Furthermore, IEN plans to establish a digital platform that will map the organizations listed in the directory according to their geographical locations. This will enable service users to easily identify resources available in their vicinity. Through this platform, users will also be able to access essential information to determine the availability and suitability of services.

III. Research on the State of Inclusive Education in Nepal

Research constitutes a core pillar of IEN’s work, as the organization believes that all programs and interventions should be grounded in a thorough understanding of the context and evidence-based findings. Before the implementation of any initiatives, IEN places strong emphasis on conducting comprehensive research to inform planning and decision-making.

Currently, IEN is undertaking an in-depth study on the state of inclusive education in Nepal. This research examines key factors essential for promoting effective inclusion within the education system. Preliminary findings indicate that overall school enrollment rates have increased in recent years. However, dropout rates remain disproportionately high among children from marginalized communities and economically disadvantaged backgrounds. Additionally, the physical infrastructure of many schools across Nepal is not adequately designed to support inclusive education. Children with disabilities in urban areas also continue to face challenges in maintaining regular school attendance.

The full research report will be prepared in English. In parallel, to enhance public awareness and accessibility of information, IEN is also developing an introductory report on inclusive education in the Nepali language. This initiative aims to increase understanding of the importance and necessity of inclusive education among a wider audience.

IV. National Inclusive Education Network: 

The establishment of a National Network is a critical component in advancing inclusive education in Nepal. While numerous organizations are actively working in the field of inclusive education, there remains a significant gap in coordination, information sharing, and overall visibility of ongoing initiatives. In many cases, stakeholders are unaware of existing efforts and achievements, resulting in fragmented approaches and duplication of work.

The proposed network seeks to provide a structured platform to coordinate and oversee the activities of its members, facilitate strategic discussions, and collectively identify priority areas, key objectives, and future actions. Through collaboration, guidance, and shared accountability, the network aims to strengthen collective impact and promote a more coherent and effective approach to inclusive education across the country.

Round 2: Discussion on the NIEN

A perspective-sharing session was conducted, during which representatives from participating OPDs and organizations shared their experiences, challenges, and recommendations related to inclusive education. During this phase, the host emphasized the need to establish a network to facilitate more efficient and coordinated work in the field of education. 

Speaking at the meeting, Shekhar Dhakal, Nepal Autism School, highlighted that, through his experience in this sector, he recognized the critical importance of such a network, as managing all tasks independently had been challenging due to the absence of a structured system. He highlighted that inclusive education must go beyond access to focus on transformative practices, ensuring all children truly belong and thrive. He emphasized the importance of capacity building and sharing, noting that teachers, students, caregivers, and children have different levels of understanding and skills. Mapping existing programs and resources, he suggested, can guide discussions and inform systemic planning. He stressed the critical role of families and caregivers in meaningful inclusion, as well as the need for government representation to enable inclusive education through policies, investment, and resource development.

Addressing research and practice, Mr. Dhakal pointed out that studies on inclusion in Nepal are limited despite constitutional and legal expectations, and highlighted the importance of integrating technical vocational skills and special education for a comprehensive approach. Advocating for a national network, he noted that individual services are insufficient for children with diverse disabilities, and special schools are necessary to build foundational skills before transitioning children into inclusive environments. Finally, he raised concerns about economic sustainability, particularly for parents, cautioning that private education could exclude children if affordability is not considered.

Meenraj Panthee from  Enablement Nepal noted that a registered network for inclusive education had previously been formed by CEHRD. He shared that he has been involved in multiple organizations working on inclusive education. He reflected on the necessity of a network, observing that without a systematic approach, current initiatives are fragmented and temporary. He noted that establishing a network would benefit all stakeholders, including the government, by providing continuity, shared resources, and a coordinated approach, rather than isolated, short-term projects.

Birman Bishwakarma (Dalit Disability Association Nepal) shared insights from a recent study conducted across two districts in each of Nepal’s seven provinces, focusing on Dalit children with disabilities. His findings indicated that many Dalit children remain unenrolled in schools, highlighting persistent gaps in access and inclusion. He stressed the importance of considering caste, geography, and disability simultaneously when planning inclusive education initiatives.

Likewise, another speaker Sushil K. Sah, People in Need, suggested that collaboration with existing networks would prevent duplication of efforts and enable more effective sharing and acquisition of knowledge. 

Another speaker, Dawa Sherpa (Maple Bear School) emphasized the importance of expert guidance and collaboration in inclusive education. While schools aim to be inclusive, she noted that educators often face challenges due to a lack of specialized knowledge. She advocated for the involvement of experts and well-trained facilitators to ensure that children with diverse needs receive appropriate support. She highlighted that inclusion requires both strong technical expertise and empathetic, hands-on engagement with students.

Binita Pradhan (UNICEF) highlighted the importance of establishing clear and well-defined objectives for the network, warning that a lack of direction could undermine its effectiveness. She stressed that networking is crucial not only for service delivery.

Sushil Adhikari (Bright Star Society) expressed strong support for the establishment of a network, highlighting that its purpose is to ensure collaborative and systematic action. He noted that while multiple networks exist, a unified approach is needed to avoid duplication and enable long-term sustainability.

Jaldeep Sapkota (BYAN) reinforced the importance of networking for inclusive education, emphasizing that collaboration among organizations working on different disabilities is critical. He used a local proverb to illustrate that individual efforts are small, but collective action creates meaningful impact.

Participants discussed existing gaps in coordination, resource limitations, and the need for a unified platform to enhance advocacy, knowledge exchange, and collective action.The session provided valuable insights into the current landscape of inclusive education and underscored the necessity of a coordinated national approach.

Round 3: Discussion on the TOR of NIEN

Following the perspective-sharing session, a detailed discussion was held on the proposed Terms of Reference (ToR) for the National Inclusive Education Network. Participants reviewed the draft ToR and provided suggestions regarding the network’s structure, roles and responsibilities, membership criteria, and governance mechanisms.

The committee was initially proposed to comprise 7-member executive members with the following structure:

• Coordinator and Secretariat:  Inclusive Education Nepal
• Co-Coordinators: Dalit with Disabilities Nepal (DDAN) and Bright Star Society.

Participants emphasized the importance of a clear operational framework to ensure the effective coordination and sustainability of the network. They highlighted the urgent need for a strong, well-coordinated network for inclusive education, with consensus on initiating efforts by prioritizing a single core focus area. Funding constraints were identified as a major challenge, and special attention was recommended for supporting neurodivergent children.

The proposed network structure includes a Coordinator, two Co-Coordinators, and a Secretariat to facilitate day-to-day operations. Participants also encouraged establishing linkages with existing networks to promote collaboration and knowledge sharing.

Inclusive Education Nepal expressed interest in serving as the convener, with Autism Care Nepal and Bright Star Society proposed as co-conveners. Membership will be limited to organizations. The discussions concluded with a general consensus on the need to refine the Terms of Reference (TOR) based on the inputs received and to proceed with the formal establishment of the network. The TOR is open for feedback until 27 February 2026.

Conclusion

The workshop convened by IEN on 27 January 2026 constituted a significant milestone in the process of establishing a National Inclusive Education Network in Nepal. Building upon the outcomes of the IEN Summit held in December 2025, the event brought together relevant stakeholders to assess the current landscape of inclusive education and to promote a coordinated national strategy.

The deliberations recognized the presence of supportive policy frameworks while identifying critical gaps in implementation, coordination, infrastructure, and capacity development. IEN’s system-level approach and its proposed strategic pillars were acknowledged as key mechanisms for enhancing collaboration and minimizing duplication of efforts. Participants further underscored the importance of collective action, government involvement, and sustainable financing. Overall, the workshop reaffirmed a collective commitment to advancing a unified, systematic, and effective movement for inclusive education in Nepal.