Thanks for inviting us to this panel.
I think you're right to start with that question because, typically, they are the most disadvantaged, the most likely to not be enrolled in schools, not accessing schools and, even if they are in schools, they might not be able to access a quality education even when there, which is something else that I think we should highlight.
In terms of the percentage of children with the most severe disabilities or the most complex needs who are able to access education, it's the smallest number—I think it's under 1% or something, typically. It's very low. It's a very small percentage. I think, and I'd have to check all the statistics, that there used to be a statistic that 90% of children were out of school with disabilities, and that's now gone down, as many of you mentioned today. It's often about 50% these days, but when it comes to children with more complex developmental needs, I think in the recent UNICEF study in terms of looking at the different types—and that was looking more in terms of functional difficulties—they were seeing high proportions of children. It was getting close to 90%, or 95% even, of children out of school when they had more complex needs, and it is a lot in low- and middle-income countries, so it is a vast challenge.
I think it's a challenge that has been able to be addressed, as we said, in some contexts, and I think that we need to.... It's really worth mentioning the fact that this is often the most neglected group of children, particularly in terms of the support that's given, so I think it's worth mentioning that.
There are also a lot of good things we can say about what has been achieved in some places and what can be done to support children with these types of needs, as we mentioned.