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• In Italy, students with disabilities are not segregated

  The Italian Framework Law for the Assistance, Social Inclusion, and the Rights of Persons with Disabilities is a binding policy prescribing that children with disabilities have to be included in mainstream schools at all levels. As a result fewer than 1% of all children with special needs are educated in segregated settings.
  Italian Ministry of Education, Universities and Research, Framework Law for the Assistance, Social Inclusion and the Rights of Persons with Disabilities no. 104 of 5th February 1992 by the Ministry of Education, Universities and Research, Italy, Italy

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  Training teachers in inclusive techniques and learning materials

  Regional Action for Inclusive Education (RAISE) works with local NGO partners that act as regional resource centres for inclusive education. These centres promote the participation of children with disabilities in 78 government primary schools and are to become autonomous centres of expertise on Inclusive Education.
  Light for the World Austria, RAISE Project, India

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  Building capacity to support the Inclusive Education of Children and Youth with Autism

  PAT is a training programme for educational staff, families and service providers in dealing with pre-school children and students in an inclusive educational context. The introductory training is available online. Advanced training and on-site coaching is provided for professionals who design and manage programs for learners.
  New Brunswick Department of Education and Early Childhood Development, New Brunswick Provincial Autism Training (PAT), Canada

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  Indian campaign to educate visually-impaired children is going global

  The project's aim is to provide guidelines, accessible teaching and learning materials, access to appropriate ICT and provision of capacity building programs for teachers and parents to promote inclusive education for 4 million blind and low vision children throughout the developing world who have no access to education.
  ICEVI - International Council for Education of People with Visual Impairment, India

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  Using computers to support blind learners on all levels of education

  The objective of the project is to integrate assistive technology in the national education system, and thus ensure that assistive technology for people with visual impairment is available at the workplace and at all levels of education. Representatives from the identified proposed project areas were thoroughly involved in the planning process.
  Tanzania League of the Blind, Tanzania

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  Analysing the whole policy framework to identify barriers towards inclusion

  SWIFT provides a package of tools to support schools in analysing policies that are relevant to transform them towards Inclusive Education. The process looks at state statutes, funding principles, professional development and much more. The goals is to improve the academic and behavioural outcomes of all children.
  TASH - Disability Advocacy, United States of America

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  Ministry of Education organizing Individual Training Plans for transition to work

  Individual Transition Plans (ITPs) are designed to support young people with special educational needs in the essential transitions in their lives. An ITP is designed and implemented collaboratively by the student, their parents and teachers, and educational guidance and employment service providers.
  Montenegrin Ministry of Education, Science and Sports, Individual Transition Plans (ITPs) for Students with Special Needs, Montenegro

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  Itinerant teachers deliver Inclusive Education in Togo

  Handicap International uses the Itinerant Teacher model, by assigning teachers with disability-specific skills to primary schools in different villages, working alongside regular teachers. By 2015 8 teachers had been trained each of them supporting 15 to 20 children. In total there were 900 beneficiaries from the project.
  Humanity & Inclusion France, United Kingdom

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  Access to higher education in Estonia

  By providing training for entrants, study and career counselling, and scholarships, Estonia’s Primus Programme has successfully acted as a real door-opener for numerous students with disabilities. The programme was funded by the European Social Fund and ended in 2015, but many measures continue to be implemented.
  Estonian Ministry of Education, Higher Education Department, Primus Programme, 2008-2015 by the Ministry of Education and Research, Archimedes Foundation and partners, Estonia, Estonia

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  USDC advocates for inclusive education and modifies existing school environments. Schools are made accessible through different factors: teachers, children and parents are sensitised; assistive devices are provided; children with disabilities are integrated into society.

  USDC supports schools in helping them to become accessible. It also empowers the parents of children with disabilities to advocate for inclusive policies and teachers are sensitised about disability. To ensure sustainability, USDC works within existing structures and partners with government and other service providers.
  Uganda Society for Disabled Children, A fully inclusive and accessible school in Uganda, Uganda