Exclusionary strategies that deny learners their right to education and inclusive education, and/or unnecessarily label learners as requiring an official decision of special educational needs should be prevented.

These strategies may exclude learners from education, from participation in inclusive education, or from engagement in meaningful learning opportunities. Such strategies are often linked to the over-identification of learners who require an official decision of special educational needs and, consequently, to increasing expenditure related to segregation and/or individual learner support and provision. The main message underpinning this issue is the need to finance strategies that lead to educational inclusion, not exclusion. The policy goals linked to this issue are:

  • Ensure cross-sectoral policy commitment to the right to inclusive education for all learners.
  • Require all resourcing mechanisms to support the implementation of inclusive education within local contexts using a community-based approach.
  • Ensure all resourcing mechanisms support school development and capacity building for inclusive education.

This was a main finding of the Financing Policies for Inclusive Education Systems project, outlined in the Policy Guidance Framework. For more information on this project, visit the project web area.

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