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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).  \nAny part of this publication may be freely reproduced if accompanied by the following citation: Teacher Guide to Supporting Marginalized Caregivers 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/UN040838/Pirozzi  \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 the law say about inclusive education? 7  \nSTEP 1: IDENTIFYING NEEDS OF MARGINALIZED CAREGIVERS OF  \nCHILDREN WITH DISABILITIES 8  \nIdentifying target audience: marginalized caregivers of children with disabilities 8  \nSTEP 2: IDENTIFICATION OF CHALLENGES 9  \nCapabilities 9  \nOpportunities 10  \nMotivations 10  \nSTEP 3: LINKING THESE CHALLENGESAND BARRIERS TO SPECIFIC SOLUTIONS 12  \nSkills and tools 12  \nFinding support 13  \nAdvocating for inclusive education 14  \nCaring for caregivers’ wellbeing 14  \nExample of the use of these ","cbCaiaoyzpSnaFpT","https://ap.wps.com/l/cbCaiaoyzpSnaFpT","pdf",4004058,17,"English","# Starting information\n## Let’s start with some frequently asked questions\n# Introduction\n## Purpose\n## What is inclusive education?\n## What does the law say about inclusive education?\n# STEP 1: IDENTIFYING NEEDS OF MARGINALIZED CAREGIVERS OF CHILDREN WITH DISABILITIES\n## Identifying target audience: marginalized caregivers of children with disabilities\n# STEP 2: IDENTIFICATION OF CHALLENGES\n## Capabilities\n## Opportunities\n## Motivations\n# STEP 3: LINKING THESE CHALLENGES AND BARRIERS TO SPECIFIC 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","[{\"question\":\"Who is this guide intended to help?\",\"answer\":\"The guide is for teachers working with children with and without disabilities. It supports student learning by enabling teachers to provide targeted support to parents and caregivers.\"},{\"question\":\"How should teachers use this guide?\",\"answer\":\"Teachers should follow the guide’s steps to understand students’ different needs and the challenges faced by parents and caregivers. Linked resources (Workbook and Directory of Resources) provide solutions for those challenges.\"},{\"question\":\"Can this approach be used for any disability or only specific conditions?\",\"answer\":\"The approach can be used with caregivers of children of any ability. Many directory resources are especially suitable for children aged 3–12 with development delays, autism spectrum disorder, and visual and/or hearing impairments.\"}]","Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities - April 2022 | PDF",1792062234,43]