Inclusion and education

CONCLUSION
Laws, policies and associated plans for inclusive education 
should celebrate difference. They should treat it as an 
opportunity to enrich learning by using it as a catalyst for 
innovation to benefit all learners and also as a basis for 
ensuring equal entitlement for all groups in society as a 
matter of human rights. Ultimately, fulfilment of rights 
by addressing specific barriers can succeed only when 
joined by measures to address wider disadvantage and 
inequality linked to poverty, gender, ethnicity, language, 
location and disability. While the influence of international 
commitments has been of fundamental importance, gaps 
remain in understanding of key concepts. Bridging these 
gaps requires engaging multiple stakeholders, including 
learners and members of disadvantaged groups that 
will be most affected by a combination of prevention, 
intervention and compensation measures.
Including the voices of hard-to-reach groups in all consultations on laws 
and policies is essential
3 
References to Kosovo shall be understood to be in the context of Security Council Resolution 1244 (1999).
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C E N T R A L A N D E A S T E R N E U R O P E , C A U C A S U S A N D C E N T R A L A S I A

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Save the Children supports the work of five drop-in centres in 
the north-west Balkans. Many Bosnian families lack the financial 
resources to send their children to school or even ensure basic 
means of living. In the drop-in centre the children are supported 
to enroll in school, are provided with school materials and warm 
meals, learn how to read and write, and receive support in doing 
their homework and, most importantly, they can use their leisure 
time to play with other children. 
CREDIT: Imrana Kapetanović-Save the Children

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