Abstract
Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
Highlights
DISABILITY, POVERTY, AND EDUCATION IN MONGOLIAThe world is facing a learning crisis that disproportionately affects children with disabilities
In response to this situation, and inspired by a commitment to the right of every child to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers
According to United Nations Children’s Fund (UNICEF) data, fewer than half of children with disabilities (44%) were enrolled in mainstream schools in 2010.12 While this proportion has improved in the intervening decade, it remains lower for children with disabilities than for children without disabilities, in remote rural areas
Summary
The Asian Development Bank (ADB) aims to advance social inclusion and human development, among the poor and vulnerable groups, under the Strategy 2030 operational priority of addressing remaining poverty and reducing inequalities. Specific commitments to promote inclusive education included (i) reviewing the education portfolio to identify the gaps and potential to more effectively support inclusion of the most marginalized children in society, including out-of-school girls and boys with disabilities; and (ii) supporting innovations to expand the quality, scope, and range of accessible materials and teaching approaches for learners with disabilities, and make their physical environment more accessible via universal design This working paper is based on an original survey undertaken in 2019 by a team of experts from the Independent Research Institute of Mongolia (IRIM) in Ulaanbaatar, commissioned by ADB to assess barriers to education for children with functional difficulties in selected parts of the country.
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