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The project was carried out by UNICEF Europe and Central Asia Regional Office (ECARO) and UNICEF Office of Research – Innocenti, in partnership with UNICEF Armenia and UNICEF Uzbekistan . The project team is deeply indebted to the more than 40 caregivers of children with disabilities, teachers, school psychologists and head teachers in Armenia and Uzbekistan who generously shared their time, experience, and feedback.  \nUNICEF extends a special thank you to the Global Partnership for Education (GPE) for their funding, without which this publication would not be possible.  \nUNICEF EUROPE AND CENTRAL ASIA: UNICEF works with and for disadvantaged children and adolescents across 22 countries and territories in Europe and Central Asia. UNICEF is partnering with governments to strengthening system and improve the quality and equity of policies, planning, and service provision across sectors and well as multi stakeholders at all levels, and communities to drive results for children. The programmes also respond to the needs of refugee and migrant women as well as engagement with institutions across many more countries to uphold the rights of children.  \nUNICEF OFFICE OF RESEARCH – INNOCENTI: The Office of Research – Innocenti is UNICEF’s dedicated research centre. It undertakes research on emerging or current issues in order to inform the strategic direction, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable.  \nUNICEF publications are contributions to a global debate on children and may not necessarily reflect UNICEF policies or approaches. The findings, interpretations and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of UNICEF.  \nThis paper has been peer reviewed both externally and within UNICEF. The text has not been edited to official publications standards and UNICEF accepts no responsibility for errors .  \nExtracts from this publication may be freely reproduced with due acknowledgement. Requests to utilize, adapt and translate larger portions or the full publication should be addressed to the Communications [Unit at:](Unit at: florence@unicef.org)[ ](Unit at: florence@unicef.org)[florence@unicef.org](Unit at: florence@unicef.org).  \nAnypartofthispublication maybefreelyreproducedifaccompaniedbythefollowingcitation:Caregivers’Guide to Inclusive Education, UNICEF, 2022.  \nCorrespondence should be addressed to: UNICEF Office of Research – Innocenti Via degli Alfani 58  \n50121 Florence, Italy  \n[florence@unicef.org](florence@unicef.org)  \n[www.unicef-irc.org](www.unicef-irc.org)  \n@UNICEFInnocenti on Twitter, LinkedIn, Facebook, Instagram and Youtube © 2022 United Nations Children’s Fund (UNICEF)  \nCover photo: © UNICEF/UN038638/Pirozzi  \nGraphic design: Small World Stories  \nContents  \nStarting information 4  \nLet’s start with some frequently asked questions 4  \nIntroduction 5  \nSTEP 1: IDENTIFY NEEDS 7  \nWhat is inclusive education? 7  \nWhat does an inclusive school look like? 7  \nWhat does the law say about your child’s rights to inclusive education? 7  \nWhat are your child’s needs? 7  \nWhat do you need to do to help your child? 8  \nSTEP 2: IDENTIFY CHALLENGES 9  \nCapabilities 9  \nOpportunities 9  \nMotivations 10  \nSTEP 3: IDENTIFY SOLUTIONS 11  \nSkills and tools 11  \nFinding support 12  \nAdvocating for inclusive education 12  \nCaring for your wellbeing 13  \nExample of the use of these resources 14  \nReal-life story from the use of guide and resources by a caregiver and teacher 14  \nCaregivers’ Guide to Inclusive Education 3  \nStarting information  \nL","cbCaiusrHOdmZCni","https://ap.wps.com/l/cbCaiusrHOdmZCni","pdf",4240653,16,"English","# Starting information\n## Let’s start with some frequently asked questions\n# Introduction\n# STEP 1: IDENTIFY NEEDS\n## What is inclusive education?\n## What does an inclusive school look like?\n## What does the law say about your child’s rights to inclusive education?\n## What are your child’s needs?\n## What do you need to do to help your child?\n# STEP 2: IDENTIFY CHALLENGES\n## Capabilities\n## Opportunities\n## Motivations\n# STEP 3: IDENTIFY SOLUTIONS\n## Skills and tools\n## Finding support\n## Advocating for inclusive education\n## Caring for your wellbeing\n## Example of the use of these resources\n## Real-life story from the use of guide and resources by a caregiver and teacher","[{\"question\":\"Who is this guide for?\",\"answer\":\"The guide is for parents and other caregivers of children with disabilities, to help them support children’s learning in mainstream or inclusive school environments.\"},{\"question\":\"How should caregivers use the guide?\",\"answer\":\"Caregivers should follow the steps in the guide to understand children’s needs and the challenges they may face, then find solutions through linked documents including a Workbook and Directory of Resources.\"},{\"question\":\"What types of disabilities and ages are the resources especially suitable for?\",\"answer\":\"The approach can be used with children of any ability; however, many resources are especially suitable for children aged 3–12 with development delays, autism spectrum disorder, and visual and/or hearing impairments.\"}]","Caregivers’ Guide to Inclusive Education - April 2022 | PDF",1792062206]