UNESCO2023-09-192023-09-192021https://unesdoc.unesco.org/ark:/48223/pf0000375407https://hdl.handle.net/2139/55970In this item the following key figures were noted: 1) School systems mirror the highly unequal societies in which they are situated, 2) identity, background and ability dictate education opportunities, 3) while some countries are transitioning towards inclusion, misperceptions and segregation are still common, 4) data in disability need to be improved, 5) teachers need more support to encourage inclusion, 6) learners with disabilities bear a disproportionate share of consequences from the COVID-19 pandemic. It also looks into law and policies, data, governance and financing, curriculum and textbooks, teachers, schools, communities, parents and students, COVID-19 and inclusion in education, and gives recommendations.en-USOther