Mr. Manish Prasai (Project Coordinator) and Mr. Kirtan Shrestha Deval (MEAL Officer) from the Resource Center for Rehabilitation and Development (RCRD) effectively facilitated the sessions during the two-day Refresher Training for School-at-Home Facilitators, successfully held on 15–16 October 2025 at Hotel Chentan, Mahendranagar. The event was organized by the Nepal National Social Welfare Association (NNSWA) with the objective of enhancing facilitators’ technical skills and strengthening their ability to identify different types of disabilities and the specific learning needs of children with disabilities. The training aimed to equip facilitators with improved knowledge and techniques to ensure more effective and inclusive learning experiences for children with disabilities within the School-at-Home model.
At the beginning of the training, participants reflected on their one-year journey of working with children with disabilities. They shared their personal experiences, insights, and stories of the children’s progress, while also discussing the challenges they faced during their facilitation work. Among the major issues identified were the difficulty in correctly identifying types of disabilities, which often affected their choice of suitable teaching methods, as well as the negative perceptions of some parents and limited family or community support. Participants also mentioned the lack of technical expertise in applying disability-inclusive teaching methods. Despite these challenges, the facilitators were found to be highly motivated and dedicated. They had internalized the principles of disability inclusion and expressed strong commitment to supporting children with disabilities in their learning journey.
Throughout the sessions, the participants discussed their day-to-day experiences and explored possible solutions together. The facilitators from RCRD guided the participants through key concepts such as the definition and models of disability, different types of disabilities based on nature and severity, and the learning needs of children with various disabilities. The sessions were highly interactive and participatory, enabling participants to share practical examples, reflect on their experiences, and deepen their understanding of inclusive education. They also learned practical teaching strategies that could be applied in real-life classroom and home-based learning contexts.
The two-day training was observed to be both relevant and impactful. Participants actively engaged in discussions, exchanged ideas, and demonstrated improved confidence in applying inclusive education techniques. The facilitators concluded that the refresher training helped them gain a better understanding of disability-inclusive education and strengthened their skills to better support children with disabilities. It was also suggested that future trainings could be made even more effective by including field visits to learning shelters, which would allow participants to observe real-time teaching and learning practices and apply their learning more practically.
A total of twelve School-at-Home facilitators participated in the training, representing Kanchanpur and Jajarkot districts. The diversity among participants—from both Terai and Hill regions—made the sessions particularly rich and meaningful, as it allowed for the exchange of varied experiences and perspectives. The discussions highlighted how contextual differences and intersectional factors influence the learning environment and the challenges faced by children with disabilities. Overall, the refresher training facilitated by RCRD served as a valuable platform for learning, reflection, and collaboration among School-at-Home facilitators, reinforcing their role in promoting disability-inclusive education in their respective communities.
