An estimated 90% of children with disabilities in the developing world do not go to school.

GPE provides funding and guidance to help developing country partners close the gap in access, participation, and learning for children with disabilities.

In Niger, the government's investment in inclusive education is seeing impressive results for students like 18 year old Moussana Belo. Blind since early in life, Moussana now has good friends, is making good grades and hopes to one day become a judge to "help my brothers and sisters."

"When these students came here they were shy and quiet," says Moussana's teacher, Anatche Hama, 48, who is also blind. "Now they have much greater self-esteem, and they have faith in themselves. Now they are outgoing, interacting and playing with their classmates and other students in the school."

"Being blind is not the end of your life. These students will learn to read and write. They will be integrated into real life. They will succeed," teacher Anatche Hama says.

In Cambodia, the government is screening children to detect those with vision problems and give them eyeglasses, ensuring they can continue to stay in school and learn.

Chung Lang, a 13-year-old 5th grader lost vision in her right eye due to Vitamin D deficiency. After struggling to see the board in class, she dropped out of school. Now, with a pair of new eyeglasses Chung Lang is back in school and says, "I really enjoy reading".

The Cambodian government has collected data to better understand the needs of children with disabilities and develop policies, like vision screening, to integrate these children into the education system. The out-of-school population was halved between 2007 and 2011 in large part because of these targeted policies and interventions, implemented by the Ministry of Education in collaboration with the Ministry of Health, civil society, the private sector and other stakeholders.

In Zanzibar, introducing inclusive education and awareness-raising activities is resulting in a positive shift in attitudes towards disabilities in the community. Kisiwandui Primary School welcomes 50 students with a diverse range of disabilities, both learning and physical challenges.

The school, through paintings on its walls, portrays children with disabilities as eager learners and contributors, thereby challenging deeply held attitudes towards children with disabilities.

The school, through paintings on its walls, portrays children with disabilities as eager learners and contributors, thereby challenging deeply held attitudes towards children with disabilities. With GPE's support, the government of Zanzibar has helped schools like Kisiwandui Primary School become more inclusive by ensuring availability of quality teaching and learning material such as computers, braille machines and teacher guides. These inclusive education programs have helped mobilize communities and families to engage with children’s development.

In Nepal, some teachers have developed learning materials to ensure children with mild disabilities can learn and participate in class alongside peers.

Shakuntala Badi is 13 years old and studies in Class 5B at Adarsha Saula Yubak Higher Secondary School, Bhainsipati, Nepal. She is the only blind student in her class.

Including children with disabilities into the mainstream education system not only requires government leadership, but also inclusive policies that support availability of infrastructure, learning material as well as teacher support and capacity building.

GPE will continue to support these and all other partner countries to mainstream disability inclusion into education policies and plans, and ensure that all children can realize their full potential, without discrimination.