Learning environments

From being supported to becoming supporters: A return-loop inclusive learning model linking a Japanese special needs school and children in conflict-affected countries

  • To transform learners who are usually positioned as recipients of support – including learners with disabilities in Japan and children in crisis-affected contexts – into active supporters of others.
  • To create inclusive learning environments where diverse contributions are recognised and valued, regardless of disability, socio-economic status or country context.
  • To support teacher professional development in rights-based, participatory and project-based approaches to inclusive education.
  • To establish sustainable, reciprocal partnerships between a Japanese special

Sowing the Seeds of Inclusive Education in Lao People’s Democratic Republic: A Transitory Classroom Model for Children with Developmental Disabilities

The SOS-IE initiative aimed to promote equitable access to quality education for learners with developmental disabilities in Lao PDR, aligned with national inclusive education strategies and SDG 4. Its main objective was to pilot and institutionalise transitory classroom approaches within public schools to strengthen inclusive systems and support the participation of learners with autism and intellectual disabilities.

The initiative followed four interrelated strategic aims:

The Walkway School – An intervention for an inclusive learning environment in Pakistan

The main aim of the initiative is to create safe and inclusive spaces, especially for those who are suppressed in the community, i.e. women, transgender people, the LGBTQ community and gifted people, especially those in remote and underprivileged communities. In addition, it aims to provide quality education in these spaces, with a focus on open dialogues around taboo topics to erase the stigma around them. Finally, it aims to ensure access to clean and renewable energy, along with clean water for sanitation.

Kindergarten Sopot Centre of Excellence: an inclusive approach for children with disabilities in early years and pre-primary education in Croatia

There is an on-going need for inclusion of children with disabilities in mainstream kindergarten programmes. A large number of included children with disabilities are in mainstream programmes; the third year of providing training in the Centre of Excellence (85 attendants – speech and language therapists, psychologists, educational rehabilitators, pedagogues, kindergarten teachers). 

Subscribe to Learning environments