We were delighted to run a first Inclusive Practices digital campaign in the Maghreb – Algeria, Libya, Morocco and Tunisia - to highlight the benefits of inclusive teaching practices and share ideas and resources supporting teachers and educators to put ‘Inclusive practice’ into practice!


What are ‘Inclusive practices’?

We actively promote both access and engagement in education. We cannot have one without the other.

Access is about ensuring there are no barriers or obstacles preventing anyone attending school. Engagement is about ensuring the quality of the school experience is such everyone can achieve based on the highest aspirations for everyone. Both access and engagement are about unlocking the potential in everyone.  

Without access, an engaging curriculum will be difficult to implement. Without engagement, access is simply about being there rather than about learning and achieving. Therefore any implementation of good CPD practice needs to be based on both access and engagement.

Why are Inclusive Practices important?

 In implementing inclusive practices together we will ensure that we are:

  • using pedagogical strategies that encourage inclusive education within a supportive learning environment.
  • supporting our learners in identifying, addressing and assessing realistic individual learning goals based on reasonable adjustment.
  • being aware of our beliefs and how they can impact on establishing and maintaining an inclusive learning environment
  • assessing individual learners in a variety of ways that allow them to demonstrate the progress they are making
  • treating all our learners equitably and with respect
  • developing positive attitudes towards diversity in our learners
  • involving parents, learners and other relevant individuals in creating an inclusive learning environment
  • Reflecting on how inclusive our learning environment is and taking steps to improve it.

The Global context

  • Enrolment in primary education in developing countries has reached 91 per cent but 57 million children remain out of school
  • More than half of children that have not enrolled in school live in sub-Saharan Africa
  • An estimated 50 per cent of out-of-school children of primary school age live in conflict-affected areas
  • 103 million youth worldwide lack basic literacy skills, and more than 60 per cent of them are women.

In terms of a specific focus on special educational needs and disability (SEND), the Salamanca Statement 1994 signed by 92 governments and 25 international organisations begins with a commitment to Education for All and recognised the necessity and urgency of providing education for all children, young people and adults 'within the regular education system.' It stated that children with special educational needs 'must have access to regular schools' and adds:

Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.

In understanding our approach to inclusion we are including all children regardless of:

Gender, ethnicity, ability, disability, social economic background and health or medical conditions.

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