Inclusive Education in Nepal

Many children with disabilities in Kailali District remain unidentified within school systems, meaning they receive no targeted support and are at greater risk of absenteeism and dropout. This component addresses that gap by equipping schools and community actors with the tools and knowledge to identify children with disabilities early and connect them to appropriate support.

Project staff and trained focal teachers will screen approximately 400 children across the 12 participating schools using the Washington Group Questionnaire, a standardised tool for identifying functional difficulties. Where screening indicates a need, children will be referred for professional assessment to determine eligibility for assistive devices and individual support planning.

Focal teachers will be trained to develop Individualised Education Plans (IEPs) for identified children, ensuring that each child's specific learning needs are reflected in classroom practice. Beyond the school, field staff will conduct home visits and counselling with families of out-of-school children with disabilities — an approach that proved effective in the Bardiya pilot, where outreach to 72 families contributed to three children re-enrolling in school.

Community actors, including Organisations of Persons with Disabilities (OPDs) and Parent Teacher Associations, will be oriented on disability identification and referral pathways, strengthening the wider network of support around each child.

Many children with disabilities in Kailali District remain unidentified within school systems, meaning they receive no targeted support and are at greater risk of absenteeism and dropout. This component addresses that gap by equipping schools and community actors with the tools and knowledge to identify children with disabilities early and connect them to appropriate support.

Project staff and trained focal teachers will screen approximately 400 children across the 12 participating schools using the Washington Group Questionnaire, a standardised tool for identifying functional difficulties. Where screening indicates a need, children will be referred for professional assessment to determine eligibility for assistive devices and individual support planning.

Focal teachers will be trained to develop Individualised Education Plans (IEPs) for identified children, ensuring that each child's specific learning needs are reflected in classroom practice. Beyond the school, field staff will conduct home visits and counselling with families of out-of-school children with disabilities — an approach that proved effective in the Bardiya pilot, where outreach to 72 families contributed to three children re-enrolling in school.

Community actors, including Organisations of Persons with Disabilities (OPDs) and Parent Teacher Associations, will be oriented on disability identification and referral pathways, strengthening the wider network of support around each child.

Many children with disabilities in Kailali District remain unidentified within school systems, meaning they receive no targeted support and are at greater risk of absenteeism and dropout. This component addresses that gap by equipping schools and community actors with the tools and knowledge to identify children with disabilities early and connect them to appropriate support.

Project staff and trained focal teachers will screen approximately 400 children across the 12 participating schools using the Washington Group Questionnaire, a standardised tool for identifying functional difficulties. Where screening indicates a need, children will be referred for professional assessment to determine eligibility for assistive devices and individual support planning.

Focal teachers will be trained to develop Individualised Education Plans (IEPs) for identified children, ensuring that each child's specific learning needs are reflected in classroom practice. Beyond the school, field staff will conduct home visits and counselling with families of out-of-school children with disabilities — an approach that proved effective in the Bardiya pilot, where outreach to 72 families contributed to three children re-enrolling in school.

Community actors, including Organisations of Persons with Disabilities (OPDs) and Parent Teacher Associations, will be oriented on disability identification and referral pathways, strengthening the wider network of support around each child.