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The guide explains inclusive education, describes how to identify needs and challenges of marginalized families, and offers solution-focused approaches including skills and tools, finding support, advocating for inclusion, and caring for caregivers’ wellbeing. Developed with UNICEF partners and informed by feedback from caregivers and educators.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-guide-to-supporting-marginalized-families-of-children-with-disabilities-unicef-april-2022/587587/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-guide-to-supporting-marginalized-families-of-children-with-disabilities-unicef-april-2022/587587.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Who is this guide for and what does it help schools do?","Question",{"text":111,"@type":112},"It is for school staff at mainstream inclusive schools. The guide helps schools support students’ learning by designing and providing targeted support to parents and caregivers.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How should schools use the guide?",{"text":116,"@type":112},"Schools should use the steps to understand students’ needs and the challenges faced by parents and caregivers. Solutions for these challenges are provided in the linked Workbook and Directory of Resources.",{"name":118,"@type":109,"acceptedAnswer":119},"Can the approach be used for different disabilities, and what age range is often most suitable?",{"text":120,"@type":112},"The approach can be used with caregivers of children with any ability. Many resources are most suitable for children aged 3–12, including for development delays, autism spectrum disorder, and visual and/or hearing impairments.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},587587,1792079017,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","School Guide to Supporting Marginalized Families of Children with Disabilities  \nApril 2022  \nACKNOWLEDGMENTS: This publication is the culmination of a project to develop, disseminate and deliver resources for marginalized parents/caregivers to support continuity of children for learning with disabilities. 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).  \nAny part of this publication may be freely reproduced if accompanied by the following citation: School Guide to Supporting Marginalized Families of Children with Disabilities, 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 Armenia/2015/Hayrapetyan  \nGraphic design: Small World Stories  \nContents  \nStarting information 4  \nLet’s start with some frequently asked questions 4  \nIntroduction 5  \nPurpose 5  \nWhat is inclusive education? 7  \nWhat does an inclusive school look like? 7  \nWhat does the law say about inclusive education? 7  \nSTEP 1: IDENTIFY NEEDS 8  \nWho are the marginalized families of children with disabilities at your school?  \nWhat are their needs when it comes to assisting their children with learning? 8  \nSTEP 2: IDENTIFY CHALLENGES 10  \nCapabilities 10  \nOpportunities 11  \nMotivations 11  \nSTEP 3: IDENTIFY SOLUTIONS 13  \nSkills and tools 13  \nFinding support 14  \nAdvocating for inclusive education 14  \nCaring for caregivers’ wellbeing 15  \nExample of th","cbCaipthYuCpyRt9","https://ap.wps.com/l/cbCaipthYuCpyRt9","pdf",4507446,18,"English","# Starting information\n## Let’s start with some frequently asked questions\n# Introduction\n## Purpose\n## What is inclusive education?\n## What does an inclusive school look like?\n## What does the law say about inclusive education?\n# STEP 1: IDENTIFY NEEDS\n## Who are the marginalized families of children with disabilities at your school?\n## What are their needs when it comes to assisting their children with learning?\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 caregivers’ 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 and what does it help schools do?\",\"answer\":\"It is for school staff at mainstream inclusive schools. The guide helps schools support students’ learning by designing and providing targeted support to parents and caregivers.\"},{\"question\":\"How should schools use the guide?\",\"answer\":\"Schools should use the steps to understand students’ needs and the challenges faced by parents and caregivers. Solutions for these challenges are provided in the linked Workbook and Directory of Resources.\"},{\"question\":\"Can the approach be used for different disabilities, and what age range is often most suitable?\",\"answer\":\"The approach can be used with caregivers of children with any ability. Many resources are most suitable for children aged 3–12, including for development delays, autism spectrum disorder, and visual and/or hearing impairments.\"}]","School Guide to Supporting Marginalized Families of Children with Disabilities - UNICEF - April 2022 | PDF",1792062224,45]