The INEE pocket guide outlines some of the common challenges that children and young people with disabilities might face with education in or after an emergency. It discusses constraints and concerns that teachers may have and offers practical ideas for including children and young people with disabilities in education before, during or after an emergency.

It outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. It also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. It is intended for those working to support teachers, including teacher trainers, school inspectors or supervisors and education programme managers, or teachers or facilitators who are able to do self-study.