By Agbo Christian Obiora
April 2025 — As the world prepares to mark the Global Action Week for Education (28 April – 5 May), international leaders from major non-governmental organizations and organizations of persons with disabilities have issued a bold and united call: it’s time to dismantle the walls of exclusion keeping children with disabilities out of the classroom.
In a powerful joint statement released under the Inclusive Futures Consortium, an alliance of global change-makers warned that millions of children with disabilities around the world are still being denied their right to quality education, despite a decade of international promises and policies.
“Exclusion is holding children with disabilities back,” the statement reads. And the statistics are damning: Of the nearly 240 million children with disabilities globally, research shows they are more than twice as likely to be out of school compared to their peers. For those who do make it into classrooms, their educational journey is often marred by inequity, stigma, inaccessible learning environments, and a lack of support systems.
Even in 2025, in many developing nations, less than one in three children with disabilities aged 7-14 can read, and an even smaller number can perform basic arithmetic. That’s not just an education gap – it’s a crisis of justice, dignity, and human rights.
Inclusion is not a dream—it’s a proven possibility
Far from being a distant ideal, inclusive education is within reach. The Inclusive Futures Consortium – a coalition that includes Sightsavers, Humanity & Inclusion UK, ADD International, the International Disability Alliance, Light for the World, Sense International, and several organizations of persons with disabilities – has spent the last six years proving that inclusion works.
From Nigeria to Nepal, Kenya to Bangladesh, the Consortium has shown that when governments, communities, and schools make conscious, practical efforts—children with disabilities not only learn, but thrive.
Their model is simple yet powerful:
- Find and enroll children with disabilities into their local mainstream schools.
- Train teachers with the skills, knowledge, and inclusive attitudes they need.
- Equip schools with the resources and tools to accommodate diverse learning needs.
- Engage communities and families to foster support, awareness, and accountability.
A rallying cry for donors, governments, and the international community
With just five years left until the 2030 Sustainable Development Goals (SDGs) deadline, the statement calls on global education stakeholders to act with urgency.
“There’s never been a stronger case for building more inclusive education systems that deliver quality education for all, and lead to fairer, more prosperous and resilient societies,” it reads.
The signatories are pushing for three urgent actions:
- Inclusive identification and outreach must be embedded in all education and early-years programming so that children with disabilities are not hidden, forgotten, or left behind.
- Teachers must be trained and supported to practice inclusive pedagogy – so that all learners, regardless of ability, can benefit from shared classroom experiences.
- Schools must be adequately prepared – physically, pedagogically, and socially – to welcome children with disabilities with dignity, respect, and the tools to succeed.
This is not just about adding ramps or building accessible toilets—it’s about transforming the entire system to embrace and celebrate diversity.
Leadership from the Global South
The statement is uniquely powerful in its inclusion of grassroots voices and disability rights leaders from the Global South, bringing a much-needed perspective from the frontlines of exclusion and resilience.
Among the signatories are:
- Adamu Ishaq, National Secretary, Joint National Association of Persons with Disabilities (JONAPWD), Nigeria
- Amb. Jake Epelle, CEO and Founder, TAF Africa Foundation, Nigeria
- Sally Nduta, CEO, United Disabled Persons of Kenya
- Pramila Neupane, Executive Director, Autism Care Chitwan Society, Nepal
- Santosh KC, President, National Federation of the Deaf, Nepal
- A.H.M Noman Khan, Executive Director, Centre for Disability and Development, Bangladesh
- Masline Ngala, Homabay County Disability Forum, Kenya
These leaders bring home the urgency of the issue and the deep personal and collective investment of disability movements across continents.
A defining moment for education justice
As the world watches and reflects during Global Action Week for Education, the question remains: will the global community rise to the challenge of building education systems that truly leave no one behind?
The Inclusive Futures statement is more than a policy recommendation—it is a rallying cry, a moral imperative, and a challenge to business-as-usual.
The future of millions of children with disabilities depends on the actions taken today. Inclusive education is not a luxury—it is a right.
And the time to act is now.
