ICEVI which was formerly known as ICEVH is a professional non-governmental organization that welcomes any group or person who wishes to support its aims. It was formed in 1952 and has met as an international group once in every five years. Since 2002, the general body of ICEVI meets once in four years.
ICEVI has consultative status with the UN Economic and Social Council. ICEVI is a founding member of the UNICEF NGO Committee on Children with Disabilities and we also work closely with UNESCO, The World Bank and the World Health Organization.
- 285 million people are estimated to be visually impaired worldwide: 39 million are blind and 246 million have low vision.
- About 90% of the world’s visually impaired live in low-income settings.
- Less than half of visually impaired children are receiving education.
- The girl child with visual impairment receives less attention and is doubly discriminated against.
- Almost none of the growing number of visually impaired children with additional disabilities receives any educational services.
In recognition of the continuing global challenges in achieving access to quality education for the millions of out-of-school children with blindness and partial sight, the International Council for Education of People with Visual Impairment (ICEVI) is a membership organisation with a mission to promote access to inclusive, equitable, and quality education for all people with visual impairment.
- Goal 1: Promoting access to quality education for people with visual impairment including those with blindness, partial sight, deafblindness and additional disabilities.
- Goal 2: Influencing governments’ and relevant stakeholders’ implementation of the SDGs and UNCRPD in the area of education of people with visual impairment.
- Goal 3: Improving networking, information sharing and collaboration at national, regional and global levels.
We believe that all children and young people with visual impairment and their families have the right to:
- provision of a full range of educational services and to be included in the educational programs of their respective countries and communities;
- receive early intervention, early childhood development, care and pre-primary education;
- support by teachers and other professionals who are properly trained
- educational materials, teaching methods and programs that are of a high standard, conform to best practices, and to meet their needs;
- live in environments that are free of barriers, social stigmas, and stereotypes; and
- lead productive lives, according to their aspirations and capabilities.