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Disability Inclusive School Feeding Practice Guide - Regional Bureau for Asia and the Pacific
This paper was developed collaboratively with the World Food Programme’s Regional Bureau for Asia and the Pacific based in Bangkok (RBB) between July 2022 and May 2023. The paper responds to a desire by World Food Programme (WFP) to strengthen disability inclusion across its school-based feeding programmes. To date, disability inclusive school-based feeding programmes have been extremely limited in number and in scope, both within and external to WFP. This means that the evidence base for what works is not extensive. This paper aims to address that gap, informed by data collected from interviews with selected WFP staff in the region; desk research focusing on Lao People’s Democratic Republic (PDR) and Nepal; and qualitative research with external stakeholders in Lao PDR (in November 2022) and Nepal (in April 2023). Where available, this paper draws on examples observed during field visits to both Lao PDR and Nepal

This paper is intended to enhance understanding of the links between school feeding and disability inclusion. The goal is to identify and provide entry points to help address the barriers experienced by children and young persons with disabilities (and their families) when interacting with school feeding programmes. This is relevant both in terms of accessing public education, where school feeding is offered, and benefitting from school-based feeding programmes. The primary audience for this paper is WFP staff in the field and country office level under the Regional Bureau for Asia and the Pacific, to provide guidance on how to engage with government, donors and communities to support and facilitate action to ensure children with disabilities are included in school feeding. The paper also aims to help WFP staff to consider creative options and approaches that could lead to more inclusive school feeding practices generally. The secondary audiences are partners, particularly related to providing and/or supporting services in education, water, sanitation and hygiene (WASH), infrastructure and the food supply chain. The remainder of the introduction gives a short overview of the link between disability, nutrition and school feeding. Section 2 outlines barriers commonly facing children and young persons with disabilities in accessing school-based feeding programmes. Section 3 provides key principles and building blocks for inclusion, as well as outlining considerations and entry points for strengthening disability inclusion at each stage of the school feeding programme cycle. Three annexes include further reading on disability inclusion, school based feeding and nutrition, as well as guidance around partnering with organizations of persons with disabilities (OPDs) and the Washington Group Question Sets.