推进蒙古全纳教育：机遇与挑战（英）

KEY POINTS Advancing Inclusive Educationin Mongolia: Opportunitiesand Challenges •In Mongolia, the preschoolcurriculum explicitlyaddresses the importanceof adapting teaching andassessment methods tomeet the needs of childrenwith disabilities. Eban PollardDisability inclusion ConsultantADB Gohar TadevosyanSenior Social Development SpecialistHuman and Social DevelopmentSector Office, Sectors Department(SD3-HSD)Asian Development Bank (ADB) •Relying on “integrationclassrooms” alone to includechildren with disabilitiesin mainstream schoolswithout addressing barrierswill not meet their learningneeds and can lead to furthersocial exclusion. •Local champions of inclusiveeducation should beidentified and supported bytraining inclusive educationteachers to becometeacher trainers and delivercascade training. INTRODUCTION There are nearly 108 million children with disabilities in Asia and the Pacific.1Yet despitemeaningful reforms in many countries, most children with disabilities in the region stilldo not attend school.2Where children with disabilities can access education, teachingand learning environments often fail to meet their learning, accessibility and safetyneeds, and frequently segregate them from their peers without disabilities.3This resultsin high illiteracy rates and low education outcomes, leading to lifelong impact for adultswith disabilities, who face higher levels of poverty, unemployment, and social exclusion.4 •Capacity building at thenational and subnationallevels on inclusion, asopposed to integration(separate classrooms inmainstream schools) orsegregation (separateschools), is critical tofacilitating the transitionto mainstream schools. The right to inclusive education is enshrined in the Convention on the Rights ofPeople with Disabilities (CRPD) and reaffirmed in the Sustainable DevelopmentGoals (SDGs).5However, the implementation of inclusive education faces significant •Assistive technologies playa critical role in addressingcommunication barriers;supporting physical, social,and emotional development;and creating equitablelearning environmentsfor children with disabilities. ISBN 978-92-9277-595-7 (print)ISBN 978-92-9277-596-4 (PDF)ISSN 2071-7202 (print)ISSN 2218-2675 (PDF)Publication Stock No. BRF250522-2DOI: http://dx.doi.org/10.22617/BRF250522-2 ADB BRIEFS NO. 376 challenges across most countries, including negative culturalattitudes, inadequate legislation and policies, insufficient teachertraining, lack of specialized teaching capacity, inflexible curricula,lack of financial resources and school leadership support,inaccessible physical environments and transport to school, andlimited access to assistive devices, learning materials, rehabilitationequipment and communication supports. Addressing this diverserange of challenges requires a comprehensive, systemic approach. and personal development. In high school, boys with disabilitiesalso face discrimination leading to increased dropout rates due tobullying from their peers, and negative biases from the teachers. More than 20 resolutions, rules, and regulations have beenapproved in Mongolia in relation to inclusive education toaddress these factors and help children with disabilitiesaccess mainstream school. Accordingly, Mongolia’slegislative and regulatory framework on inclusive education iscomprehensive. However, gaps between policy and practiceexist, with many laws yet to be fully implemented.9ADBaligned its grant project support with this commitment toinclusive education, collaborating with existing efforts andhelping to address identified gaps across an original scopeof four schools and four kindergartens in the threeaimags(provinces) of Darkhan-Uul, Dornod, and Dundgobi, includingthe Songino-Khairkhansoum(district) of Ulaanbaatar.10A comprehensive project design process, including a baselinesurvey of 5,000 households; consultations with key stakeholders;and a working paper, identified gaps in Mongolia’s inclusiveeducation system and informed key project interventions. This policy brief presents findings and lessons learned from theAsian Development Bank (ADB) project, Supporting InclusiveEducation in Mongolia. The project was financed by a $2 milliongrant from the Japan Fund for Prosperous and Resilient Asia andthe Pacific and administered by ADB between November 2020and February 2024. This brief aims to provide a reference pointfor development practitioners and sector specialists engagedin inclusive education initiatives, offering insights into projectoutputs, activities, and achievements. BARRIERS TO EDUCATION FOR CHILDRENWITH DISABILITIES IN MONGOLIA CREATING AN INCLUSIVEEDUCATION CULTURE In schoolyear 2022/2023, enrollment rates from preschoolto secondary education were high in Mongolia, at 86.5% forpreschool, 96.5% for primary education, and 94.0% for lowersecondary education. However, children with disabilities havebeen left behind. In 2020, at the start of the Supporting InclusiveEducation project, 20% of all