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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: Workbook: Tools to Support 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/UN0442708  \nGraphic design: Small World Stories  \nContents  \nTOOL 1: SCHOOL SELF-ASSESSMENT ON INCLUSION 5  \nTOOL 2: TEACHER SELF-ASSESSMENT ON INCLUSIVE EDUCATION 10  \nInformation on children with disabilities an their caregivers 10  \nSkills and capacity for inclusive pedagogy 10  \nTOOL 3: CAREGIVER SELF-ASSESSMENT ON LEARNING INVOLVEMENT 13  \nTOOL 4: IDENTIFYING NEEDS, CHALLENGESAND SOLUTIONS 15  \nTemplate: Needs, Challenges and Solutions 15  \nExamples of Barriers, with guiding questions 16  \nCapabilities 16  \nOpportunities 16  \nMotivations 17  \nExample of completed need, challenge, solution table 18  \nTOOL 5: SAMPLE INDIVIDUAL EDUCATION PLAN 19  \nTOOL 6: ","cbCait5SCbLiwIUf","https://ap.wps.com/l/cbCait5SCbLiwIUf","pdf",2209700,29,"English","# Contents\n## TOOL 1: SCHOOL SELF-ASSESSMENT ON INCLUSION\n## TOOL 2: TEACHER SELF-ASSESSMENT ON INCLUSIVE EDUCATION\n## TOOL 3: CAREGIVER SELF-ASSESSMENT ON LEARNING INVOLVEMENT\n## TOOL 4: IDENTIFYING NEEDS, CHALLENGES AND SOLUTIONS\n## TOOL 5: SAMPLE INDIVIDUAL EDUCATION PLAN\n## TOOL 6: CHILD’S LEARNING BACKGROUND QUESTIONNAIRES\n## TOOL 7: CAREGIVERS’ ADVOCACY KIT FOR INCLUSIVE EDUCATION","[{\"question\":\"What is the workbook designed to help caregivers and school staff do?\",\"answer\":\"It provides tools to think through and work on questions raised in the accompanying guide, helping participants identify specific challenges and solutions. It is most effective when caregivers collaborate with teachers and other school staff.\"},{\"question\":\"Which self-assessment tools are included in the workbook?\",\"answer\":\"The workbook includes tools for school self-assessment on inclusion (Tool 1), teacher self-assessment on inclusive education (Tool 2), and caregiver self-assessment on learning involvement (Tool 3).\"},{\"question\":\"What resources support planning and advocacy for inclusive education?\",\"answer\":\"It includes a sample Individual Education Plan (Tool 5) and child learning background questionnaires (Tool 6). It also provides a caregiver advocacy kit (Tool 7) with an advocacy plan, roadmap for action, contact sheet, and scripts and letters for discussions with officials.\"}]","Workbook: Tools to Support Caregivers of Children with Disabilities - April 2022 | PDF",1792062225,73]