Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities

Abstract

ABSTRACT The aim of the present paper is to describe a collaborative action research network, which aimed to enhance the access and participation of children who are deaf or hard of hearing (DHH) and children with visual impairments (VI) in disaster risk reduction (DRR) education. In total, eight teachers, four researchers and 63 students with and without sensory disabilities, aged 6–14 years old, participated in 71 learning workshops that took place at general and special education settings. A synthesis of theoretical principles in relation to accessibility, learning and DRR was applied in the design and implementation of participatory learning workshops. Our study underlines the important role of interdisciplinary working teams and collaborative practices among schools, non-formal learning centres and other organisations in the development of accessible and inclusive learning programmes in DRR for children with VI and children who are DHH.