| dc.description.abstract | This chapter grapples with the role of schools in disaster contexts, how inclusive education can respond to these additional challenges for children with disabilities, and then moves toward recommendations on how education can work in genuinely inclusive and transformative ways to contribute to effective disaster risk reduction that saves lives. We begin by exploring the concepts of inclusive education and disaster risk reduction, before presenting a brief overview of the responses and impact in Kenya, South Africa, and Tanzania with regard to children with disabilities. From this we identify the gaps that were evident as well as innovative responses. The case studies of the three countries demonstrate that learners with disabilities and their families must be at the forefront of disaster risk reduction efforts, with targeted support to address the persistent inequities and barriers they encounter. Recognizing and addressing the barriers faced by learners with disabilities during disasters ensures inclusive and equitable educational opportunities, enabling all learners to continue learning uninterrupted, regardless of their circumstances. Schools need to support students' holistic development, encompassing academic, social, and emotional growth, as well as disaster preparedness. Inclusive education's greatest strength in reducing vulnerability and enhancing resilience lies in welcoming students with disabilities as valuable members of mainstream education and using this inclusive framework as a catalyst for communities to adopt holistic inclusivity in community-based inclusive development initiatives, including disaster risk reduction. | |
