World Vision Georgia has been working for years with deaf, hard-of-hearing, blind, and visually impaired children, creating inclusive educational and developmental opportunities.

As part of this effort, World Vision Georgia established three Reading Clubs across specialized schools in Georgia — two clubs for deaf and hard-of-hearing children (at Public School No. 203 in Tbilisi and Public School No. 45 in Kutaisi) and one club for blind children (at Public School No. 202 in Tbilisi). These clubs have become safe and stimulating environments where children regularly meet to read, discuss, and present their ideas through sign language and Braille.

Importantly, the initiative goes beyond the provision of technical equipment. While schools are supported with essential tools such as printers, laptops, projector screens, speakers, headphones, and desk lamps, equal emphasis is placed on providing accessible educational resources and learning materials. These include adapted books, stationery, and other resources necessary to support continuous learning and developmental activities throughout the year.

Through Reading Clubs, the program promotes access to extracurricular literature and strengthens literacy skills among children with diverse needs. Within this initiative, students and teachers are actively involved in selecting the books they wish to read, ensuring relevance, ownership, and engagement.

In response to children’s choices, World Vision Georgia supported the translation of selected materials into accessible formats. Notably, two books — I Am by Zanda Chechelashvili and Wonder by R. J. Palacio — were translated into Braille based on the preferences expressed by the children. The Braille versions of these books were handed over to Public School No. 202 to support Reading Club activities and ensure that blind and visually impaired students can fully participate in literacy development alongside their peers. Both books contribute significantly to inclusive education goals. “I Am” addresses topics such as identity, diversity, and learning differences, while “Wonder” promotes empathy, kindness, and acceptance through the story of a child navigating social inclusion and bullying. These themes are particularly relevant in fostering social awareness, emotional development, and inclusive values among students.

By combining the provision of assistive equipment with accessible educational content, the initiative has strengthened inclusive learning environments, enhanced literacy opportunities, and empowered children with visual impairments to engage more actively and independently in educational activities.