Sense International Partnerships

Strengthening Inclusive Education Systems and Services in Nepal

Summary of Project 

This programme strengthened inclusive education systems in Nepal through a comprehensive, multi-level approach. By building teacher capacity, improving accessibility, and supporting government systems, it has increased access, participation, and learning outcomes for children with disabilities while contributing to sustainable, scalable change. Reaching over 3,000 children, the project demonstrates that inclusive education is both achievable and sustainable.

Objectives

The goal was to ensure that children with disabilities could access, remain in, and succeed in education by supporting enrolment, retention, and meaningful participation in learning. The programme prioritised reaching the most excluded children, including those with complex disabilities, through tailored approaches such as home-based education to ensure no child is left behind. It aimed to improve the quality of teaching through inclusive education practices, equipping teachers with the skills and tools needed to support diverse learning needs.

Primary Benificiaries

Children between the ages of 4 and 17 who have complex learning difficulties, sensory needs, or physical disabilities were supported. These children received direct support across 154 public community schools located within Kalika Municipality and Bharatpur Metropolitan City, inside the Chitwan District of Nepal.

Project Locations

This project operated under the wider Inclusive Futures programme, which reformed public school systems across Nepal, Bangladesh, Kenya, Nigeria, and Tanzania. By working across these five nations, our teams shared training tools, designed learning resources, and tested new teaching methods to help children with disabilities access education. This joint effort earned the project a global Zero Project Award for creating excellent education systems that leave no child behind.

Main Objectives

Project Impact 

Sandip’s Story of Determination

In Nepal, road accidents are a leading cause of childhood injuries. At age 14, Sandip was involved in a severe lorry accident that resulted in the amputation of his left leg above the knee. The injury not only affected his mobility but also disrupted his education. Struggling to adjust to his sudden disability and overwhelmed by feelings of shame, Sandip stopped attending school and gradually withdrew from his friends and community.

Rebuilding Confidence

Returning to education after a life-changing injury requires more than physical recovery. Children often face barriers such as low self-esteem, stigma, and uncertainty about their future. When HI staff first met Sandip at a local community health camp, he had lost confidence and no longer believed he could return to school or achieve his ambitions.

To support him, project inclusion officers provided counselling and shared stories of other people with disabilities who had overcome similar challenges to continue their education, find employment, and live independently. This support helped Sandip regain hope and begin to see that his disability did not have to define his future. As his confidence grew, so did his motivation to return to learning and rebuild his plans for adulthood.

Removing Barriers to Education

Access to education depends on more than enrolment. Children with disabilities often need rehabilitation and assistive devices to participate fully in school and community life.

Through a referral to the National Disabled Fund, HI supported Sandip to receive a prosthetic limb and rehabilitation services. As he learned to walk independently and navigate everyday environments with greater confidence, the barriers that had kept him out of school began to diminish. Improved mobility helped him regain his independence, reconnect with his community, and re-engage with learning.

Renewed Ambition

Education plays a role in helping children build independent lives. Today, Sandip has replaced feelings of isolation with a determination to continue his studies towards his goals.

With support from the Inclusive Futures programme, he is now focused on completing his education and gaining skills for future employment. He hopes one day to open a mobile phone repair shop or pursue another career that will allow him to live independently.

By combining rehabilitation, counselling, and inclusive support, the project has helped Sandip return to learning and opportunity. He has regained confidence, renewed his ambitions, and is working towards a brighter future.

Donor

Consortium Partners