Education is much broader than just schooling. Schooling is important, but it needs to be seen in the context of a lifelong learning process. Education starts at birth in the home, and continues throughout adult life. It is of many different types: formal, informal, non-formal, home-based, community initiatives and government initiatives.

These terms can be confusing and tend to mean different things in different cultures and contexts. In general, you can use the following definitions.

• Formal education: education that takes place in recognized institutions, such as schools, colleges and universities. These may often lead to recognized qualifications and certifications
• Non-formal education: organized educational activity outside the formal system
• Informal education: all learning that happens throughout life, often not organized. This can be derived from family, friends and communities

Although everyone has the right to education, it is sometimes wrongly assumed that people with disabilities are an exception. Family members, communities and even people with disabilities themselves are often unaware that they have an equal right to education. CBR can work with disabled people’s organizations to help empower people with disabilities by informing them about their right to education. This empowerment can also help in lobbying authorities which have a legal obligation to provide education for all.

The links between poverty, disability and education suggest that a community-based development approach is essential.

“Lack of adequate education remains the key risk factor for poverty and exclusion for all children, both with and without disabilities. For children with disabilities, however, the risk of poverty due to lack of education may be even higher than for children without disabilities. Children with disabilities who are excluded from education are virtually certain to be long-term, lifelong poor” (Jonsson T, Wiman R. Education, poverty and disability in developing countries. In: Poverty reduction sourcebook. Washington, DC, World Bank, 2001).

Poor people face difficulties in educating their children with disabilities when fees are required to access education. Even when education is promoted as free, families are often obliged to make additional up-front payments for schoolbooks, uniforms, transport or assistive devices. As a result, children with disabilities from poor families continue not to be educated, and the cycle of poverty continues.

Special education is not only for people with disabilities. “Special education” is a broad term that refers to the provision of several types of support to help children access education, including:

Extra assistance

Adapted programmes

Specialized learning environments

Specialized equipment

Specialized materials or methods, including Braille, audio devices and assistive devices, including smartphones and tablets and sign language

The term “special educational needs” is used to refer to the learning requirements of any child who might have difficulties with learning.

The term “special” is not helpful for the promotion of inclusive education. The term “special-needs child“ is vague and is often used to refer to any child with a disability, regardless of whether they have learning difficulties. It is important to remember that children learn in different ways, and may find learning easy or difficult at different times in their lives. To say that children with disabilities have “special” learning needs is not helpful, because it is not specific and labels them. Children without a disability can also experience difficulties in learning, and can be excluded and marginalized within educational settings. With good teaching techniques, essential resources and an inclusive environment, all children can learn. Dropping the label “special needs” and describing the learning requirements of each child is a step forward in creating an inclusive approach that serves to ensure learning for all children in relation to their capacity.

CBR personnel need to be aware of gender issues in relation to education.

Girls may miss out on educational opportunities if required to care for a family member with a disability

In some situations, boys may miss out on schooling because of the pressure to earn money to support their family

The mother or other female relative of a person with a disability may need to take on a teaching role, often increasing her already heavy workload

Families and communities often do not prioritize education for girls and women with disabilities, who therefore experience double discrimination

Girls with disabilities are more likely to drop out of school because of a lack of suitable toilet facilities and safe environment

The role of fathers is important and is often ignored – a father can be a good role-model and support education