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Drawing on research conducted in eight government secondary schools in Jordan and Lebanon in 2024, this blog sheds light on how inclusive education is understood, practiced and experienced in schools which are part of government-led inclusive education initiatives in both countries.

While there are notable similarities in policy direction and international support, the findings reveal uneven progress, persistent challenges and important lessons for moving forward. Inclusive education in Jordan and Lebanon is no longer an abstract idea—it is happening. But it is happening unevenly, often precariously, and too often without the voices of those most affected.

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“Globally, the single greatest predictor of whether a child will learn to read is not effort, ability, or potential, but the country into which that child is born.”

Luminos are introducing their ‘White Paper’ and its findings on Inclusion of Children with Dyslexia in Literacy Programs in Low-Learning Contexts.

“The Luminos Learning Differences Approach urges that effective instruction must be inclusive from the outset.”

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Over the past two decades, Kyrgyzstan has made notable progress in advancing inclusive education and the rights of persons with disabilities through legislation and curriculum reforms that emphasise inclusiveness. Despite these advancements, the country still faces significant barriers to accessing quality education, including architectural, institutional, and attitudinal challenges.

This report, published by UNICEF and conducted under the Learning is For Everyone (LiFE) research initiative, analyses key aspects of the education system through an inclusive lens. Drawing on the findings, it outlines four recommendations that include short-, medium-, and long-term goals to guide implementation and ensure sustainable progress toward disability-inclusive education.

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The Webinar hosted by the Aga Khan University took place in November 2025. Recordings can now be watched online.

“This webinar brought together experts, practitioners, and caregivers to discuss effective approaches for early identification and intervention. The discussion focused on practical strategies, innovations, and government and community approaches that help families access timely interventions and promote inclusive early childhood development.”

Watch the recording.

In solidarity with INEE members in Sudan, INEE has put together a crisis spotlight on education in Sudan. The spotlight page includes:

• A brief overview of the crisis
• A call to action developed in collaboration with Sudanese civil society organizations
• An advocacy webinar amplifying the voices of teachers, learners, practitioners, and policy makers in Sudan
• An social media toolkit to support your advocacy efforts
• A series of blogs sharing good practice and lessons learned from education interventions in Sudan
• A list of relevant tools and resources for education actors working in Sudan and with the Sudanese diaspora

This blog looks at projects from eKitabu in Rwanda and Malawi. In Rwanda, teacher training enhanced the abilities of teachers and deaf teacher assistants, who also shared personal stories, such as the experience of a deaf student facing significant challenges like gender-based violence, emphasising the urgent need for supportive systems.

In Malawi, the Research Sign Language Assessment Tools were piloted. Teachers practised new strategies, built relationships with learners, and explored inclusive assessment methods—laying a foundation for improved early learning outcomes.

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This blog features insights from Gabriela Arrunátegui and Tamara Montalvo R on the Gender inclusive pedagogy for community-level early childhood education in Guatemala and Honduras project.

It introduces and explains the Inclusive Pedagogy Model and Dialogic Learning. The Inclusive Pedagogy Model has been adapted in eight South American countries. Dialogic Learning is a comprehensive approach that combines curriculum development, the implementation of age-appropriate methodologies, ongoing teacher training, and active engagement of educational communities.

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“Dyslexia affects millions of children across Africa, yet for too long, it has remained invisible in our education policies, classrooms, and conversations,” writes Veronicah Wangui.

In June 2025, UNICEF Eastern and Southern Africa Regional Office, collaborating with the Africa Dyslexia Organization (ADO) brought this issue into focus during a regional webinar.

“In many classrooms, children with dyslexia are mislabeled as slow learners or simply ignored. Teachers often lack training, tools, or awareness to identify and support them. The consequences are severe, including high dropout rates, low self-esteem, and missed potential, especially for girls, who face the double burden of gender-based expectations and stigma.”

The Africa Dyslexia Organization gave innovative solutions during the webinar for teachers. But “Supporting a child with dyslexia is not the job of teachers alone. It requires a team.”

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In Nigeria’s Federal College of Education Special, Oyo, the Pre-Service Teachers’ Education Project was implemented. Although Pre-STEP is being implemented across six Colleges of Education (CoE) in Nigeria, in Oyo inclusion was the primary focus.

Over 13 weeks, pre-service teachers at FCE-Special, Oyo, including those with special needs, those training to teach special needs students, and those on the conventional track, participated in hands-on learning experiences with two goals: to significantly improve classroom delivery and to build the confidence and adaptability of pre-service teachers using a teaching model, called “4 in 1”.

Delivery of the 4-in-1 model was a profound departure from conventional, teacher-centered pedagogy. Curiosity quickly shifted to active engagement as the facilitator introduced collaborative learning methods. Student reflections revealed the transformative impact of active learning.

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