This guide offers practical ideas for including children and young people with disabilities in education before, during or after a crisis. The words ‘school’ and ‘classroom’ are used but the advice can be applied to other child-friendly spaces or non-formal learning centres. The guide will help strengthen the efforts of anyone working with teachers or facilitators in a crisis context, whether as part of the formal education system or a non-governmental programme.

The guide outlines some of the common challenges that children and young people with disabilities might face with education in or after an emergency. It also discusses some constraints or concerns that teachers might have with supporting their learning in these circumstances. The guide offers practical ways in which teachers can tackle these issues and welcome learners with disabilities into their classes.

The guide looks at:

• inclusive principles that trainers and the teachers or facilitators they work with need to be aware of
• how to help children and young people with disabilities get to and from school
• how to recognise when children and young people need more support to take part in learning
• how to organise the school day and arrange a teaching and learning space so that learners with disabilities, and those who are experiencing difficulties with learning, can participate as much as possible

The guide then moves on to provide advice on planning and delivering teaching and learning activities, and assessing learning.