Inclusive Early Childhood Development Education

JRS recognizes the cross-cutting nature of disability inclusion. This entails mobilizing vast resources, capacities, and expertise to ensure that children and youth with disabilities can fully participate in, and have access to, quality education, protection, a safe environment, health, nutrition, social services, and decent work.

Education is one of the six programme priorities for JRS. In line with the Strategic Framework, it aims to advance access of forcibly displaced people to holistic quality education powered by an integrated framework to foster agency, lifelong learning, and hope in a changing world.

To reach this goal, JRS works towards:

Upholding the right to access quality and inclusive education through inclusion in national and formal education systems, especially for girls and other marginalised groups.

Closing the teacher shortage gap by prioritising transformative professional formation and development, achieving inclusive, holistic, and thriving classrooms.

Integrating flexible and adaptive education pathways that are climate-resilient, contextually responsive, and digitally relevant to sustain learning continuity amidst global and local challenges.

JRS provides an education program that all learners participate in a common learning environment with support to diminish and remove barriers and obstacles that lead to exclusion from mainstream schools

JRS Inclusive Education Centres provide educational setting where learners from different backgrounds and with different abilities learn together in an inclusive environment with the following focus:

1. Ensure all schools are designed for all learners to fully participate in the learning environment
2. Provide a positive climate, promote a sense of belonging and ensure learners progress toward appropriate personal, social, emotional and academic goals.
3. Ensure all centres are responsive to individual learning needs by providing sufficient levels of support and applying child-cantered teaching practices and principles.
4. Ensure instructions are designed to be delivered to learners of mixed ability and with their peer group

Early Intervention-Target group: 4yrs and less

Early intervention - functional development through sensory integration and other complementing services

Pre-school-Target group: 4-6 years

Formal pre-school curriculum with other specific support services with a focus on transitioning to primary schools

Lower primary- Target group: Learners with specific learning needs (delayed milestones) who can transit to mainstream at the appropriate time.

Formal/non-formal-Target group: Learners with specific learning needs who cannot compete academically go through the stage-based curriculum

Home-based-Target group: those who cannot move receive rehabilitation services at home.

Non-formal-Target group: Young Adults exit program (vocational training in tailoring and beadwork)