Request support on coordination, information management, capacity development or other education in emergencies areas.
Demande de soutien en coordination, gestion de l’information, développement des capacités et autres domaines de l'éducation en situation d'urgence.
لطلب الدعم في مجال التنسيق ، إدارة المعلومات ، تنمية القدرات أو في اي مجال من مجالات التعليم في مناطق الطوارئ
Solicitar apoyo en coordinación, gestión de la información, desarrollo de capacidades u otra áreas en educación en emergencias.
The Global Education Cluster supports country Clusters and Working Groups to work towards a more inclusive education in emergencies response by providing technical support, developing guidance, building evidence, strengthening capacities and advocating for the continued prioritization of disability inclusion in EiE responses and their coordination, to ensure that no children are left behind.
A Few Figures
Featured Resources
Below you can find selected tools - Be sure to consult the Global Repository linked below
Disability Inclusion in Needs Assessments
GEC's guidance on disability and inclusion in Needs Assessments
HNO-HRP-HNRP guidance
Check GEC's education chapter reviews from 2022-2025
Consulting with Children with Disabilities
Check GEC's guidelines for consulting children with disabilities
How can the GEC help me promote disability inclusion?
Inclusive EiE response and coordination trainings
The GEC Disability Inclusion focal point can provide training and orientation sessions to Cluster partners and coordination teams at national and/or sub-national levels.
Document and produce guidance on disability inclusion in EiE response and coordination
The GEC is constantly updating our global repository on disability inclusion and Education in Emergencies with documents and guidance produced by country cluster teams. We also produce global level guidance to be used by teams at national and sub-national level to better integrate disability inclusion in their EiE response and its coordination
Yearly review of all HNO-HRP-HNRP education chapters and development of tip-sheets
The GEC Disability Inclusion focal point is available to review all HNO, HRP and HNRP Education chapters shared by country teams before submission to OCHA to suggest improvements. We analyse all published chapters and produce guidance with tips on how to improve the following year.
Ad-hoc review of key cluster documents
On demand, the GEC Disability Inclusion focal point can review and suggest inputs and improvements to any Cluster documents, including strategies, training packages, etc.
How to contact the GEC Focal Point for Disability Inclusion?
You can reach out to the GEC Helpdesk [email protected]
The GEC Disability Inclusion focal point can provide training and orientation sessions to Cluster partners and coordination teams at national and/or sub-national levels.
The GEC is constantly updating our global repository on disability inclusion and Education in Emergencies with documents and guidance produced by country cluster teams. We also produce global level guidance to be used by teams at national and sub-national level to better integrate disability inclusion in their EiE response and its coordination
The GEC Disability Inclusion focal point is available to review all HNO, HRP and HNRP Education chapters shared by country teams before submission to OCHA to suggest improvements. We analyse all published chapters and produce guidance with tips on how to improve the following year.
On demand, the GEC Disability Inclusion focal point can review and suggest inputs and improvements to any Cluster documents, including strategies, training packages, etc.
You can reach out to the GEC Helpdesk [email protected]
Explore More Resources
Persons and children with disabilities are disproportionately impacted by humanitarian emergencies. However, their needs and priorities are often not clearly identified and they often face barriers to accessing humanitarian assistance. All humanitarian actors, including Education in Emergencies (EiE) actors have the responsibility to include persons and children with disabilities in their response. All children have the right to education, but due to discrimination and due to physical, communication, attitudinal and policy barriers they face to accessing assistance, children with disabilities are often left out of Education responses. Implementing partners and coordination actors all have a role to play in ensuring children with disabilities have access to a safe and quality education.
What is disability
Persons with disabilities are defined as individuals who have long-term sensory, physical, psychosocial, intellectual or other impairments that in interaction with various barriers, prevent them from participating in, or having access to, humanitarian programmes, services or protection (modified from Convention on the Rights of Persons with Disabilities (CRPD), Art. 1)
What is disability inclusion
Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences.
General Comment no.4, Committee on the Rights of Persons with Disabilities, 2016)
Disability Inclusion in education
In many countries, segregated settings are the norm: children with disabilities may be perceived as unable to participate in educational activities (Inter-agency Network for Education in Emergencies (INEE) 2009). However, this approach does not align with the human rights-based approach; and 80–90% of children with disabilities can be educated in mainstream schools with only minor adaptations.
To find out more: click here
Trainings
- Disability Inclusion in EiE response and coordination, available on Agora and Kaya platforms
- Disability inclusion in coordination
- Basic principles of disability inclusion in humanitarian response
