CBM Global Disability Inclusion Project

▶ To contribute to improving the quality of education through increasing access to inclusive education for children with disabilities, promoting the implementation of inclusive education policies and practices.

▶ Improve access to education of children with disabilities by designing and piloting accessible and replicable Inclusive Education (IE) mechanisms.

▶ Children with disabilities, including those with autism, are integrated into mainstream educational settings.

1. Education policies and system become inclusive for access and right to all children with disabilities in local/government mechanisms.

◉ Advocacy and co working with OPDs for Federal Education policy becomes inclusive with likeminded government mechanism, Ministries, Departments etc.

a. Desk Review of Federal Education Policy Documents

b. Interactive Workshop on Education Policy review

c. Follow-up Visit Meetings on commitments with CEHRD, CDC and CTEVT

d. Collaboration/ Consultation Meeting with CEHRD, CDC, CTEVT, Universities for Autism related curriculum / curriculum adaptation

◉ Local government education policy review from inclusion perspective

◉ Accessibility audit and structural modifications

◉ Advocacy for Inclusive Education through the School Improvement Plan (SIP).

2. Increased teachers’ knowledge, skills and attitude on inclusive practices of teaching learning activities with children/students.

◉ Disability screening program

◉ Training to teachers on Universal Design for Learning (UDL)

◉ Psychological first aid (PFA) training to teachers

◉ Teaching-Learning Materials development and utilization

◉ Development of Individual Education Learning Plan (IELP)

◉ Monitoring and technical support to trained teachers (20 Schools) by mobile (special) educators

3. School Management committee (SMC), Parents Teacher Association (PTA) are aware, empowered and actively involved in awareness raising on inclusion and creating non- discriminatory learning environment for girls and boys with disabilities.

◉ Orientation/Meeting with School Management Committees (SMC), Parents Teacher Association on disability, inclusive education, school improvement plan.

◉ Complain and Feedback Mechanism (CFM) in 20 schools

◉ Training/orientation to parents/caregivers on parenting (equal learning opportunity to girls and boys at home).

◉ Promote awareness raising and community campaigning for better understanding about disability and reducing stigma in community

4. Strengthen support system for person with autism in educational settings.

◉ School enrollment campaigns for out-of-school children

◉ Initiate necessary service support mechanism (Assistive devices components and technology / health services and referral)

◉ Training to parents and care givers of ASD on parents and child training program

◉ Support on setting up service center for ASD

1. Rapport building with both Budhanilkantha and Godawari Municipalities and Project Inception meeting

◉ Secured Commitment: Project induction programs secured collaboration and commitment from local government.

◉ Collaboration in Strategic Planning.

2. Community schools visit in both Godawari and Budhanilkantha municipalities.

◉ Identified Gaps:  School visits revealed no specific teacher training on disability and lack of persons with disabilities representation in school committees.

◉ Actionable Data: Principals were encouraged to track out-of-school children with disabilities.

3. Orientation program on Pre-disability screening for Female Community Health Volunteers (FCHVs) in Godawari and Budhanilkantha Municipalities.

◉ Capacity Building: Provided orientation on disability pre-screening for 30 FCHVs in each Municipalities.

◉ Enhanced Skills: Training equipped FCHVs with tools like the Ten Disability Questions for early identification and referral. They are aware about child developmental milestone and all ten types of disabilities.

◉ FCHVs are able to link parents of children with disabilities to responsible government bodies.

4. Training to Teachers on Universal Design for Learning (UDL) in both Municipalities.

◉ Teachers are able to create multiple means of engagement in teaching learning activities. ◉ Teachers are able to prepare lesson plan according to multiple means of representation. ◉ Teachers learned how to create multiple means of action and expression in teaching learning activites.