Informed by the Sustainable Development Goal (SDG) # 4 which is “Ensure Inclusive and Equitable quality Education and promote life-long learning opportunities” EIS is supports communities and learning institutions achieve this goal. Considering that all children have the potential to learn though at varying speed, we work with learning institutions and communities to create the best possible learning environment for this to happen reason why we advocate for mainstreaming special-needs children into regular classrooms rather than assigning them exclusively to special education classes because this is beneficial to both students with and without disabilities. This entails that we support inclusions in schools and learning institutions as well as facilitate additional out of school support such as home based support and use of resource centers to receive more individualized support. By using both the regular classroom and individualized time in special education classes, children with disabilities improves their academic achievement, self-esteem and social skills.
Our strategies
- Support institutions which train teachers with inclusive classroom skills and technologies relevant to build their knowledge and competencies to teach learners with disabilities
- Empower parents, teachers and other learners without disability to develop positive and supportive attitudes towards inclusion for instance by encouraging Peer learning
- Support learning institutions to make the environment accessible to all learners including those with disabilities
- Support teaching institutions apply universal design for learning like the use of visual, auditory, and kinesthetic, braille and other necessary technologies
- Support families and teachers to develop Individual Education Plan (IEP) for each special-needs child to help them find the balance between regular classroom exposure and getting the attention they require.