Who We Are?
ICEVI’s organizational structure consists of an Executive Board and Chief Executive Officer, and seven Regional Boards that include Sub-Regional and National Boards.
Membership at global and regional levels includes non-government organizations, educators, administrators, parents and others who promote education for children and young people with visual impairment and blindness.
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. ICEVI works closely with national and civil society organizations concerned with education, as well as organizations of parents and persons with disabilities.
ICEVI’s organizational structures facilitate the sharing of information and technical expertise at global and local levels. At the regional level, the seven regional boards develop their own action plans for implementing the global strategy, in accordance with identified national and community needs and priorities.
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.
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