Entering the inclusive school of Kipera, in the Iringa region in Tanzania, we found ourselves facing a question that accompanied us throughout the entire experience: what is inclusivity really? A different context, a different culture, possibilities and forms of accessibility far from those we were used to. When the reference point changes, even the concepts we take for granted slowly begin to be questioned.

Up to that moment, we had often associated inclusion with the idea of coexistence: being together in the same space, seeking compromises that would allow people with different needs to share a single environment. An idea of inclusion mainly linked to physical presence and living together.

When we arrived in the I.I. (Intellectual Impairment) class in the village of Kipera, this vision gradually began to transform. The classes were separate, but specifically designed to respond to the specific needs of the children who attended them. Not a separation intended as exclusion, but as an opportunity: to offer a more suitable, accessible environment that was attentive to each child’s pace, learning methods and needs.

From this experience it clearly emerged that inclusive education does not only mean placing children with disabilities in schools. It means creating contexts in which every child can actively participate, learn and express their potential, regardless of physical, sensory or cognitive difficulties. Environments in which children can feel valued, supported and equipped with concrete tools to bring their abilities to light.

In Tanzania, disability is still often accompanied by strong social stigma. Many children remain on the margins of school and social life, or are forced to leave school early, not because they are unable to learn, but because the environment is not structured to welcome them.

It is within this context that IBO Italia’s work takes place, having initiated and structured from scratch the I.I. class at Kipera school. A patient and constant effort, aimed at building a truly accessible educational space where children could feel recognized and involved. Through the introduction of Augmentative and Alternative Communication (AAC), the organization of clear and predictable daily routines, and the structuring of activities designed to encourage attention and participation, the class began to transform into a safe and stimulating environment.

The use of Assessment tools was also fundamental in identifying the main functional difficulties of the children, allowing educational activities to be adapted in a more targeted and conscious way. The intervention did not stop at creating a structure, but continued to evolve over time, thanks to the constant proposal of new activities and the support provided to teachers.

Becoming part of this already established path was, for us, an added value. Being able to contribute to the continuity of the work carried out by IBO Italia, support educators in daily activities, assist children during routine moments and participate in proposing new educational stimuli was a contribution made of presence, listening and relationship. It allowed us to understand how inclusion is not a goal to be achieved once and for all, but a process in constant construction.

The experience at Kipera school showed us that inclusion does not have a single, definitive form, but is built starting from contexts, available resources and the real needs of children. 

Sometimes it means sharing the same spaces, other times creating different environments designed to allow everyone to participate authentically. In any case, it is a daily path made of concrete choices, adequate structures and meaningful relationships.

Perhaps then the real question is not how to include, but what inclusion means for those who live the experience every day. And what if we looked for the answer directly in the children who, every day, teach us to see them for what they can truly become?

Maria Claudia Sibilia and Miba Dolce

ESC Humanitarian Aid volunteers in Tanzania