All rights for all children

TASHKENT, 3 December — On International Day of Persons with Disabilities, UNICEF jointly with the Ministry of Preschool and School Education and Republican Center “Tashxis” has organized an International Scientific-Practical Conference “Inclusive education and sustainable development”.

National and international experts are discussing the new Inclusive Education Strategy of Uzbekistan, which reinforces that accessibility is not an additional service, but a foundational requirement for equity, participation and social progress for all learners.

Emerging data from the Accessible School assessment conducted within the framework of ISHONCH 2030 in 50 schools across all 14 regions of Uzbekistan showed that only 16% have a compliant main entrance ramp, and none had accessible toilets, tactile floor tiles, or accessible handwashing stations. These findings were used by UNICEF to upgrade school infrastructure and prioritize barrier-free design and universal accessibility in school renovation.

“Removing physical barriers is only one part of building inclusive systems,”  said UNICEF Representative,  Ms. Regina Maria Castillo. “There is a need to shift societal perceptions from viewing disability through a medical or charity lens, to focusing on rights of children with disabilities.”

Evidence from the 50 model schools shows that 43% of parents and 32% of teachers view mainstream public schools and kindergartens as the best educational setting; 18–19% support specialized schools; and only 8% of parents and 15% of teachers consider home-based education as the preferred option. These findings highlight growing confidence in inclusive, community-based schools and reinforce the need to expand quality, accessible, child-centered learning opportunities close to home.

UNICEF is currently working in inclusive model schools across Uzbekistan to serve as hubs for learning, innovation and system transformation. The technical support provided aims to demonstrate how early identification, holistic assessment, personalized support, inclusive pedagogy, and assistive technologies can be integrated into everyday practice. Data and lessons from these schools are shaping national reforms, informing improvements to accessibility standards, teacher professional development, inclusive curriculum, assessment accommodations, and school governance.

On this occasion, UNICEF highlights these schools as proof that inclusive, high-quality education is achievable and scalable, and that Uzbekistan is taking important steps toward a society where every child is valued and included.

UNICEF remains committed to creating safe, welcoming, and fully accessible learning spaces where children with disabilities can participate meaningfully in every aspect of school life. 

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