The member is asking about the experiences that we encountered in different countries, in terms of francophones, and how the language is taught in different countries, if I've understood correctly.
We know that in each country we go to and in each country we work in, we find examples of successful inclusive practices. We do see those successful practices. We see some children getting an education who have never been in an educational environment before. Up until now, the examples we have are scattered. There are examples of successes. First, we really need to understand what would make these experiences successful, and also what would help us to build and capitalize on these successes.
We strongly believe that inclusion is not only about bringing children into the environment and not only providing them with support in languages. We really need to be looking at the holistic needs of the child. We need to be looking at what the individual child will need and tailor the support based on their individual needs.
There was talk about the majority of the support going to those with visible disabilities, but we know that only 5% of children with disabilities in emergency and protracted crises receive an education. We can speculate that even those with visible disabilities are not all included in education.
The way forward for us is to be thinking about the systemic barriers, because discrimination still happens. Stigma is widespread. We need to be thinking about the systematic changes that we need to bring about to the educational environment, so it can become a welcoming environment for all, regardless of differences, types of difficulties, severity or the differences that may exist among the children.