Inclusive Education in Nepal

12

Countries

KEY CHALLENGES

1 in 5*

IDENTIFIED

Children go unseen

Only 1 in 5* children with disabilities are formally identified, and over 60%* need an assistive device to take part in class.

70%*

UNTRAINED

Classrooms aren't ready

70%* of teachers have no training in inclusive methods and 60%* of schools lack basic adaptations.

<30%*

CONSULTED

Voices left out

Fewer than 30%* take part in inclusive education planning — decisions are made without OPDs, families or communities.
Our Approach

Addressing the challenge

Four connected steps that move children from being unseen to fully included in school

Early identification & referral

Too many children with disabilities go unseen in schools.
  • Screening ~400 children across 12 schools
  • Using the Washington Group Questionnaire
  • Fast referral to the right support
1.3. Assistive Device support Rajapur

Assistive devices

Being identified is only the first step.
  • Providing assistive devices based on screening
  • Hearing aids, wheelchairs, mobility aids and more
  • Sourced locally and fitted to each child
DSC 0154 (2)

Teacher training

Most teachers have never been trained to teach a child with a disability.
  • Training on inclusive pedagogy and classroom practice
  • Focal teachers who mentor colleagues and lead on inclusion
  • Individual Education Plans for the children who need them most
8.1. Home visit and counseling to CwDs and parent

Strengthening schools, families and local actors

Inclusion can't rest on teachers alone
  • Accessible ramps, toilets and classrooms
  • Inclusive Codes of Conduct and OPD role models to shift attitudes
  • Parent sessions and work with local government to make it last
Our IMpact

The story so far...

Our impact in Nepal
Children given learning materials
Children given assistive devices
Teachers trained in inclusive pedagogy
Model schools established
Families reached through counselling
Supported by
EducationalOpportunityFoundationnewlogo1

What can my donation achieve?

£5
🛡️
0
mosquito nets to protect families from malaria
OR
🔎
0
children tested & treated for malaria
OR
👩‍🍼
0
volunteer mothers trained as peer educators
OR
🩺
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health workers trained in maternal & newborn care
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Stories from Nepal

Where the project lands

“My goal is to become independent and capable. Even though I have a disability, I want to study hard, get a good job, and secure a bright future for my son. I also want to work for people like me who are living with disabilities....Now I have a second chance to build my future and do something meaningful in life”

Bipana, Bardiya, Nepal

Bipana2

For Amrit Chunara, school meant sitting in a corner of the classroom. Without ramps, he could not move around the campus on his own. Break time, which should have been fun, made him anxious instead. Amrit was supported with a wheelchair, alongside inclusive education training for his teachers, and awareness workshops for his peers.

Amrit Chunara Janakpur, Nepal

Image

"This tricycle has made it much easier for me to go to school and other places, and buy daily necessities from the market. At school, my friends help me by carrying my bag to the classroom and placing it on the tricycle when classes end. In the future, I want to work in a bank and become an inspiring example in society,”

Visiting Market

Interested in this work?

Learn more about our approach or get in touch to discuss partnership opportunities.

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Zarina Douglas-Sori
Chief Executive
Zarina studied international development at the University of East Anglia and since 2001 has worked for charitable organisations in the United Kingdom and overseas in the fields of poverty alleviation, inclusion, food security and sustainability.

Zarina is passionate about community-led development and empowering minority and disadvantaged groups to lead positive and impactful development and social change. Prior to joining Good Neighbours UK, Zarina worked as a grant officer for Joseph Rowntree Charitable Trust. Zarina has experience of leading and managing development programmes. She spent 13 years in West Africa supporting farming families to improve their subsistence and commercial agriculture. Zarina is bi-lingual in English and French and loves learning languages. In her free time Zarina enjoys crochet, karate and yoga.
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