Project report
Disability Inclusive Early Childhood Development and Education in Humanitarian Settings
Brigitte Rohwerder ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This review examines what is known about including children with disabilities in early childhood development and education programs in humanitarian crisis settings. The review found that very little evidence and guidance exists specifically on this topic, and provision is limited. However, some guidance materials and case studies of disability inclusion programs in humanitarian settings are presented.
Key points
- Little evidence and guidance is available on disability inclusion in early childhood education in humanitarian settings
- There is a lack of extensive provision of disability-inclusive early childhood services in humanitarian contexts
- Some guidance exists for disability inclusion in early childhood development and education
- The review includes case studies demonstrating disability inclusion in humanitarian early childhood settings
Limitations
The document does not specify which countries or humanitarian contexts are covered, nor does it detail the number or nature of case studies included. Without access to the full review content, it is unclear what specific interventions are evaluated or what evidence quality supports the findings.
Abstract
This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.