by Richard Rieser, Sue Stubbs, Juliette Myers et al.
United Nations Children’s Fund (UNICEF), December 2013
Studies have shown that teachers’ attitudes, knowledge skills and understanding are major factors in the effective inclusion of children with disabilities. This report highlights the key findings carried out as part of UNICEF’s Rights, Education, and Participation Project (REAP). It is based on an extensive literature review, survey results, and consultations carried out as part of the REAP project. The report identifies ways that teachers are educated, to teach children with disabilities in inclusive environments, and subsequently makes recommendations based upon the findings.