Report on Inclusive Non-Formal Education for Children with Sensory Loss in the Context of Sustainable Development Goals
Introduction: Aligning with SDG 4 and SDG 10
Achieving the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) and SDG 10 (Reduced Inequalities), necessitates a focus on vulnerable populations. Children and young people (CYP) with sensory loss represent a group whose inclusion in lifelong learning opportunities, specifically non-formal and informal education, is critical yet under-researched. International research on the participation of CYP with sensory loss in out-of-school activities remains limited, highlighting a significant gap in understanding how to effectively implement the inclusive principles of the SDGs. This report summarises a study investigating the challenges and facilitators associated with inclusive practice in non-formal education for CYP with sensory loss, framing the findings within the global commitment to the 2030 Agenda for Sustainable Development.
Literature Review and Policy Context
International Frameworks and the Sustainable Development Goals
The right to education for all children, including those with disabilities, is enshrined in several international treaties that provide the foundation for the SDGs.
- United Nations Convention on the Rights of the Child (UNCRC): Establishes the right to education on the basis of equal opportunity (Article 28) and mandates that disabled children should enjoy a full life with active participation in the community (Article 23).
- United Nations Convention on the Rights of Persons with Disabilities (UNCRPD): Article 24 explicitly advocates for an inclusive education system at all levels and lifelong learning, directly aligning with the ambitions of SDG 4.
- Sustainable Development Goal 4 (SDG 4): Aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This goal extends beyond formal schooling to encompass the non-formal educational settings that are the focus of this report.
These frameworks collectively underscore that failing to provide accessible non-formal learning opportunities for CYP with sensory loss is a direct barrier to achieving global development targets. Such exclusion not only impedes educational equity (SDG 4) but also perpetuates inequality (SDG 10) and can negatively impact well-being (SDG 3).
Defining Learning Environments for Lifelong Inclusion
To fully realise SDG 4’s vision of “lifelong learning,” it is essential to distinguish between different educational contexts:
- Formal Learning: Occurs in institutional settings like schools, is highly structured, and leads to certification.
- Non-Formal Learning: Takes place outside compulsory education in settings like youth clubs, sports teams, and community groups. It is voluntary, learner-centred, and focuses on practical skills and experiential learning.
- Informal Learning: Lacks structure and occurs in everyday life, driven by intrinsic motivation.
This study focuses on non-formal education, a critical yet often overlooked component in achieving holistic and inclusive lifelong learning for CYP with sensory loss.
Study on Inclusive Practices in Scotland
Aim and Objectives
This study aimed to investigate the perceived challenges and tensions associated with inclusive practice in non-formal education settings for CYP with sensory loss. The objectives were to provide evidence that could inform policies and practices aligned with SDG 4 and SDG 10. The specific objectives were to explore:
- Opportunities for CYP with sensory loss to engage in out-of-school activities with peers.
- Opportunities for engagement specifically with other CYP who also have sensory loss.
- Perspectives on the value of being with other CYP who have sensory loss.
- Perspectives on taking part in activities with peers who have sensory loss.
Methodology
The study was conducted in a specific locality in Scotland and employed a qualitative approach. Data was gathered through virtual focus groups and an interview with two key participant groups:
- Parents/carers of CYP with sensory loss.
- Professionals and volunteers working with CYP with sensory loss.
Qualitative content analysis was used to identify key themes related to barriers and facilitators to participation, directly informing our understanding of the gaps in achieving SDG-aligned inclusion.
Findings: Barriers to Achieving SDG 4 and SDG 10
Perspectives of Parents and Carers
Parents and carers identified significant obstacles that prevent their children from accessing equitable learning opportunities, undermining the principles of SDG 4 and SDG 10.
- Lack of Provision: A severe shortage of suitable and accessible local activities was reported. Existing opportunities were often geographically distant, creating an access barrier.
- Need for Adult Support: The necessity of specialised support, particularly British Sign Language (BSL) interpreters, was a critical theme. The absence of such support effectively excludes deaf children from participation.
- Benefits of Peer Interaction: Parents strongly emphasised the benefits of their children interacting with other CYP with sensory loss. These interactions foster a sense of identity, improve confidence, reduce feelings of isolation, and provide access to role models—all crucial for achieving SDG 3 (Good Health and Well-being).
- Importance of Deaf Culture: For deaf children, engagement with the deaf community and culture was seen as vital for developing a positive identity.
Perspectives of Professionals and Volunteers
Professionals and volunteers corroborated the views of parents and provided additional systemic insights into the challenges of creating inclusive environments.
- Systemic Barriers: Key barriers included the high cost of provision (e.g., hiring interpreters, adapting activities), which leads to inequitable experiences, and the difficulty of finding suitable locations.
- Impact of Isolation: Professionals noted that CYP in mainstream schools are often the only child with a sensory loss, leading to profound feelings of isolation. Non-formal activities with similar peers are essential for mitigating this.
- Developing Identity and Resilience: Participation was seen as crucial for helping CYP come to terms with their disability, build a stronger sense of identity, and develop skills to navigate social interactions with peers.
- Socio-demographic Factors: It was acknowledged that family background and socio-economic status create further inequalities, limiting the ability of some children to participate in out-of-school activities.
Discussion: The Gap Between Policy and Practice
The findings reveal a significant disconnect between the inclusive ambitions of international policies like the UNCRPD and the SDGs, and the lived reality for CYP with sensory loss. While SDG 4 calls for “lifelong learning opportunities for all,” this study demonstrates that such opportunities are neither consistently available nor accessible for this group in non-formal settings.
The identified barriers—lack of local provision, prohibitive costs, and inadequate support—are systemic failures that perpetuate the exclusion targeted by SDG 10. Conversely, the profound benefits reported when CYP with sensory loss participate in inclusive activities—such as enhanced well-being (SDG 3), stronger identity, and reduced isolation—highlight the immense potential of non-formal education as a vehicle for achieving the SDGs. The need for peer understanding and the development of social skills underscores that inclusion is a two-way process, requiring education for all members of the community to foster truly sustainable and inclusive societies (SDG 11).
Conclusion and Recommendations for SDG Alignment
This study confirms that CYP with sensory loss face significant challenges in participating in non-formal education, limiting their right to the inclusive and equitable lifelong learning promised by SDG 4. The lack of well-resourced, accessible, and inclusive community-based activities creates a barrier to both personal development and social integration.
To bridge this gap and advance the 2030 Agenda, the following actions are recommended:
- Enhance Local Provision: Policymakers and community organisations must invest in creating more accessible and well-resourced non-formal learning opportunities at the local level to ensure equitable access for all, in line with SDG 4.
- Resource Inclusive Support: Funding models for community activities must include provisions for necessary support, such as BSL interpreters and trained staff, to dismantle barriers and promote the goals of SDG 10.
- Consult Children and Young People: In accordance with the UNCRC, CYP with sensory loss should be consulted in the design of activities to ensure provision is relevant, engaging, and meets their needs.
- Promote Awareness and Training: Initiatives are needed to raise awareness among peers, families, and community leaders about the importance of inclusion, fostering environments that support the well-being and participation of all children.
By addressing these challenges, policy and practice can move closer to fulfilling the promise of the Sustainable Development Goals, ensuring that no child is left behind in the pursuit of lifelong learning and full community participation.
Analysis of Sustainable Development Goals in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
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SDG 4: Quality Education
This goal is explicitly mentioned in the article’s literature review: “More recently, Sustainable Development Goal 4 (SDG 4), one of 17 goals of the United Nations 2030 agenda for sustainable development… aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'”. The entire article focuses on the inclusion of children and young people (CYP) with sensory loss in non-formal and informal learning environments, which are crucial components of lifelong learning and equitable education.
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SDG 10: Reduced Inequalities
The article’s central theme is the inequality faced by CYP with disabilities (specifically sensory loss) in accessing out-of-school activities. It discusses numerous barriers, such as lack of accessible provision, inadequate support (e.g., BSL interpreters), and social isolation, which prevent their full participation in the community. By investigating these challenges, the article directly addresses the need to reduce inequalities and promote the social inclusion of persons with disabilities.
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SDG 3: Good Health and Well-being
The article connects participation in leisure and non-formal learning activities to the well-being of children with disabilities. It states, “Given the identified benefits for children with disabilities of participating in leisure activities, including their physical and mental wellbeing, and overall development…”. Furthermore, it highlights outcomes such as “improving confidence,” “developing friendships,” and reducing “feelings of frustration or isolation,” all of which are key components of mental health and well-being.
2. What specific targets under those SDGs can be identified based on the article’s content?
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Target 4.5: Ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
The article is fundamentally about this target. It investigates the “limited research,” “paucity of provision,” and “perceived challenges” that hinder equal access for CYP with sensory loss to non-formal education settings like youth clubs, sports, and arts activities. The entire study aims to understand and address the disparities in educational opportunities outside the formal school system for this vulnerable group.
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Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
The article identifies barriers that relate directly to the lack of inclusive learning environments in non-formal settings. It mentions challenges including the “accessibility of environments,” the need for “adequate services and staff training,” and the high cost and necessity of “BSL support” and “adult support in activities.” These points underscore the need to adapt and resource these community-based learning spaces to be fully inclusive for children with sensory loss.
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Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability…
The research explores the social inclusion of CYP with sensory loss. It highlights how participation in out-of-school activities can lead to “developing friendships,” feeling “more comfortable being with other deaf children,” and building a “stronger sense of identity,” which are all facets of social inclusion. Conversely, it discusses the “feelings of frustration or isolation” that result from exclusion, directly aligning with the goal of promoting inclusion.
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Target 10.3: Ensure equal opportunity and reduce inequalities of outcome… by eliminating discriminatory… practices and promoting appropriate legislation, policies and action…
The article’s literature review grounds the issue in a framework of rights and policies designed to ensure equal opportunity. It cites the “United Nations Convention on the Rights of the Child (UNCRC)” and the “United Nations Convention on the Rights of Persons with Disabilities (UNCRPD),” which advocate for the active participation and inclusion of children with disabilities. The study’s findings on existing barriers can inform actions to better implement these policies in non-formal education.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Participation rate in non-formal education: The article repeatedly states there is “limited research” and a “paucity of research investigating the participation of students with sensory loss in non-formal or informal education.” This implies that a key indicator of progress would be measuring and increasing the participation rate of these children in activities like sports clubs, youth centers, and arts groups.
- Availability of inclusive and accessible provision: A major theme identified from parent and professional feedback is the “Lack of or desired provision” and the fact that available activities were often “too far away from the locality.” An indicator of progress would be the number, variety, and geographical distribution of non-formal education programs that are explicitly inclusive and accessible to CYP with sensory loss.
- Proportion of settings with adequate resources and trained staff: The article identifies barriers such as the cost of “BSL support,” the need for “adult support in activities,” and a lack of “staff training.” Therefore, an indicator would be the proportion of non-formal education providers that have trained staff and necessary resources (e.g., interpreters, adapted equipment) to support children with sensory impairments.
- Measures of well-being and social connection: The article implies qualitative indicators by discussing the benefits of participation. Progress could be measured by assessing changes in “confidence,” “self-esteem,” the development of “friendships,” a “stronger sense of identity,” and a reduction in “feelings of isolation” among CYP with sensory loss who participate in these programs.
4. Table of SDGs, Targets, and Indicators
| SDGs | Targets | Indicators Identified in the Article |
|---|---|---|
| SDG 4: Quality Education |
4.5: Ensure equal access to all levels of education for the vulnerable, including persons with disabilities.
4.a: Build and upgrade education facilities that are disability-sensitive and provide inclusive learning environments. |
|
| SDG 10: Reduced Inequalities |
10.2: Empower and promote the social inclusion of all, irrespective of disability.
10.3: Ensure equal opportunity and reduce inequalities of outcome. |
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| SDG 3: Good Health and Well-being | 3.4: Promote mental health and well-being. |
|
Source: frontiersin.org
