As the world approaches Global Action Week for Education, from April 28 to May 5, 2025, coalition of international non-governmental organizations (INGOs) and organizations of persons with disabilities has called on the international community – notably donor governments, INGOs and UN agencies – to accelerate efforts to embed inclusion in mainstream education so children with disabilities can learn and thrive in their local schools.
The Inclusive Futures coalition, comprising leading global actors in inclusive development, is urging the international community to take immediate and bold steps to ensure that children with disabilities are not left behind in education systems around the world.
In their joint statement, the group noted that while data shows that there are nearly 240 million children with disabilities worldwide, most of them often end up learning less, missing more classes, or dropping out when enrolled in schools.
They also lamented that despite global commitments on inclusive education, children with disabilities continue to be excluded from research and programmes that are designed to build more inclusive and equitable societies.
“In many developing countries, less than a third of children with disabilities aged 7-14 can read; even fewer have basic numeracy skills. This can and must change,” they stated.
Over the past six years, the Inclusive Futures coalition has demonstrated that inclusive education is not only a moral imperative but also a practical and achievable goal.
By actively identifying and enrolling children with disabilities, equipping teachers with the tools and training they need, and preparing schools to welcome diverse learners, the coalition has shown that inclusive education systems can succeed.
This success, they argue, must now be scaled up through coordinated global action.
To end exclusion in education, the consortium recommended the integration of inclusive identification and outreach into schools and early childhood programs. This step will ensure children with disabilities are located and enrolled, and that families and communities are linked to appropriate services and support networks.
“To support teachers with the attitudes, knowledge and skills they need to provide quality inclusive teaching to children with and without disabilities so all children can benefit from learning together in the same classrooms.
“To support schools to make adequate preparations to welcome children with disabilities into mainstream classrooms – making sure they have the support, tools and learning environment they need to reach their potential,” they added.
As the 2030 deadline for achieving the Sustainable Development Goals (SDGs) draws nearer, the urgency to build truly inclusive education systems is growing.
They noted that there has never been a stronger case for building more inclusive education systems that deliver quality education for all, and lead to fairer, more prosperous and resilient societies, which can withstand and adapt to the challenges of the 21st century.