Things have improved because teachers started tackling individual needs in the classroom. In Anhui Province of China, the didactic system of learning was changed from kindergarten level. This change helped teachers become aware of individual differences. In Nepal many children do not get opportunities to learn whether they are disabled or not. Where there is a CBR programme the situation is different.
Parents give priority to their disabled children.
Mothers often say, 'She must have an education because she cannot work on the farm land with her disabilities'. But in the initial stages, in 1986, it was very difficult, because most of the disabled children were hidden. Over the years, the programme tried to work with people's religious beliefs and not against them. The commonalties between CBR and 'Inclusive Education'. Commonalties CBR and inclusive education work together in some settings and should be seen as complementary.