Teachers without limits – What the Global Disability Summit in Berlin revealed about inclusive education
This blog has been authored by Dr. Heike Kuhn, Head of Unit, Education, Federal Ministry for Economic Cooperation and Development (BMZ), Co-Chair of the Teacher Task Force, as part of the advocacy campaign powered by the Thematic Group on Inclusion and Equity in Teacher Policies and Practices, led by VSO and the International Council On Education For Teaching (ICET), launched at the occasion of the Global Disability Summit 2025.
“Creating inclusive education is about fostering a culture of respect, adaptability and collaboration and not just about physical access to the classroom.” Qaphela Dlamini, South Africa, teacher.
Dear reader,
Did you have a teacher with disabilities when you were a child? No? Neither did I.
And today, I find myself wondering how our societies might look if we would have had the chance to experience lessons of inclusion from early on. Why did I learn foreign languages but not some words in sign language? Why were our curricula not inclusive? I am convinced that learning from a teacher with a disability would have been a lucky chance – for me and for everyone.
This thought stayed with me as I walked through the halls of the Global Disability Summit (GDS) 2025 in Berlin – a vibrant gathering of more than 4,000 people committed to advancing disability inclusion in all regions. As Head of Education at Germany’s Federal Ministry for Economic Cooperation and Development (BMZ) and Co-Chair of the International Task Force on Teachers for Education 2030, hosted by UNESCO, I had the privilege to attend – and to listen.
Teachers with disabilities: not guests, but leaders
For me, it was clear from the start: Teachers with disabilities should not just be talked about – they must be there, front and center. That’s why BMZ supported the participation of 12 teachers with disabilities from Uganda, Malawi, Nepal, Rwanda, and South Africa. With support from the Teacher Task Force’s Inclusion and Equity group and our partners at VSO, they came not as guests, but as experts. We invited them – but in truth, it is us who owe them thankfulness.
Inclusion isn’t charity – it’s justice and enriches all of us
One message echoed throughout the Summit: “Nothing about us without us.” Disability inclusion isn’t an add-on. It’s a matter of rights. And inclusive education isn’t just a goal – it’s the foundation of equitable societies.
Teachers with disabilities embody this principle. They are not only rights-holders who deserve access to training and career development – they are also powerful changemakers. Their presence challenges stereotypes, and their practice enriches learning for all.
What struck me most was how these teachers improve education for everyone. Their classrooms are often more inclusive, more adaptive and more creative. Whether using storytelling, assistive tech, or tailored advocacy for girls with disabilities – they raise the bar for what good teaching looks like including everyone. Teachers with disabilities are role models – they lead by example showing students at an early age how societies are best positioned to thrive, allowing diversity and seeing the talents in every child, taking over responsibility for children with special needs. They show what’s possible when inclusion becomes the norm, because it is as easy as this: diversity is normality.
The Summit sparked real momentum with the adoption of the Amman-Berlin Declaration on Global Disability, defining tow important targets: (1) strive for all international development programs to be inclusive of and accessible to persons with disabilities, and (2) strive to ensure that at least 15 percent of international development programs being implemented at the country level pursue disability inclusion as an objective (15 percent for the 15 percent).
As the Summit is over, now is the time to follow the guidance. With respect to teachers, we should recruit, support and promote teachers with disabilities everywhere. Teachers are urgently needed as we miss 44 million teachers worldwide. Inclusive systems that offer accessible training and tools, targeted funding for what works, from infrastructure to mentoring, will help on this. The upcoming Global Summit on Teachers in the second half of 2025 will be key to sustaining this agenda, with platforms like the Teacher Task Force helping advance on these targets to keep us accountable.
A final comment: The teachers who joined us in Berlin reminded us: inclusion is not about doing something for others. It’s about building systems where everyone can lead, contribute, and belong. We would make the world a better place, leaving no one behind. We should finally do it, starting today.
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Photo credit: VSO