NGOs & humanitarian agencies
Inclusive early learning implementation for complex contexts
Reach & Match partners with NGOs and development agencies to translate disability inclusion into structured classroom practice.
Through multisensory tools, Train the Trainer models and co-designed implementation support, we strengthen inclusive early childhood and Education in Emergencies programs in low-resource settings.
Through multisensory tools, Train the Trainer models and co-designed implementation support, we strengthen inclusive early childhood and Education in Emergencies programs in low-resource settings.
The inclusion gap
In crisis, rural and fragile environments,
- Inclusion remains policy-led rather than practice-led
- Teachers lack practical disability inclusive pedagogy and teaching tools
- Low-resource and emergency contexts limit implementation capacity
Result: Children with disabilities remain excluded from everyday learning.
Program applications
- Inclusive ECD and low-resource school readiness programs
- Early childhood components within EiE response
- Disability inclusive education initiatives
- Community-based ECD and caregiver engagement programs
How Reach & Match supports implementation
This approach strengthens local capacity and supports durable inclusive practice beyond short-term intervention.
From policy to practice
Inclusive education commitments are translated into structured, repeatable classroom routines.
Focused capacity building
Hands-on training equips educators, facilitators and volunteers with practical multisensory strategies.
Train-the-trainer
Local leads are supported to deliver ongoing training and strengthen internal capability.
Co-designed rollout planning
Implementation is planned collaboratively with local teams to fit program goals and delivery structures.
Framework alignment and monitoring
Programs align with SDG 4.2, ECCE and inclusive education frameworks, supported by implementation-informed monitoring and reflection.
Designed for field reality
Reach & Match is purpose-built for complex and fragile contexts:
- no electricity required
- durable and portable materials
- easy to transport and deploy
- culturally adaptable
- suitable for temporary learning spaces and community centres
- effective for facilitators with limited prior disability training
The structured play-based approach supports regulation, routine and psychosocial wellbeing in post-crisis settings.
Partnership outcomes
- Strengthened capacity of local educators and facilitators to deliver inclusive practice
- Increased participation of children with disabilities in mainstream early learning
- Improved quality and consistency across ECD and EiE programs
- Structured, safe learning environments in fragile contexts
- Measurable outcomes aligned with reporting and donor accountability
Practice snapshots
From the sidelines to active learning
Simon, age 8 · Significant delays in physical development and communication. Not participating in group activities.
What changed
- Began speaking, walking and joining group play
- Developed understanding of colours and counting
- Improved fine motor skills through hands-on activities
From disengaged to keeping up with peers
Brendan, age 5 · Difficulty focusing and following instructions. Behind peers in early learning milestones.
What changed
- Improved focus and ability to follow instructions
- Caught up with peers in early learning outcomes
- Re-engaged with group activities more quickly
- Strong progress on IDELA assessment
Inclusion in an emergency classroom
Children with disabilities were sidelined during group activities in temporary post-conflict classrooms.
What changed
- Joined group learning for the first time
- Stronger numeracy and early literacy
- Reduced isolation and higher motivation
"Before, they were standing at the side. Now they are engaging with the class and feel included."
Selected field applications
🇵🇬
Papua New Guinea
Inclusive EiE strengthening
In partnership with UNICEF PNG and the Department of Education, Reach & Match supported inclusive early learning during COVID-19 recovery across rural provinces.
- 400+ children with disabilities engaged across 9 inclusive centres in 5 provinces
- Increased participation, structured learning routines and psychosocial stability
- Inclusive routines sustained beyond the initial training phase
🇵🇭
Philippines
Post-conflict recovery & inclusive play
Delivered in child friendly spaces in partnership with Save the Children.
- 2,400+ conflict-affected children re-engaged across 20+ schools
- 135+ local teachers trained, strengthening inclusive capacity
- Inclusive routines stabilised learning in displacement settings
🇹🇭
Thailand
Rural preschool inclusion
Implemented in partnership with World Vision Thailand to strengthen inclusive practice in rural early childhood centres.
- 334 children reached across 10 rural learning locations
- 319 children demonstrated measurable cognitive and language gains
- 34 teachers strengthened inclusive instruction; 121 parents engaged
