In this blog, R Chaudhry from Luminos argues that meaningful inclusion of children with learning differences in education systems must begin with effective instruction that benefits all children.
“The global push for inclusive education has rightly expanded who belongs in school, but it has largely avoided a harder question: when the majority of children in school do not achieve basic literacy, can access alone be meaningfully called inclusion?”
In many education systems, large numbers of children—especially those already facing disadvantage—spend years in school without mastering basic literacy or numeracy. In low- and middle-income countries, 70% of 10-year-olds cannot read or understand a simple text. The blog gives Luminos’ experiences with their own programme and toolkits to support teaching. It shows their successes and how to overcome barriers in low-income settings.