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Alteration of curriculum, teaching or assessment in which content and learning expectations are changed for students with intellectual disabilities.

Source:
UNESCO, Global education monitoring report, 2020: Inclusion and education: all means all, 2020
UNESCO, Global education monitoring report, 2020: Inclusion and education: all means all, 2020
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The 2020 Global Education Monitoring Report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Spurred by their commitment to fulfil the right to inclusive education, countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet implementation of well-meaning laws and policies often falters. Released at the start of the decade of action to 2030, and in the middle of the Covid-19 crisis, which has exacerbated underlying inequalities, the Report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets.