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Improving educational outcomes for people with disabilities in low and middle-income countries: why does it matter and what works?

KUPER, Hannah
SARAN, Ashrita
WHITE, Howard
July 2018

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The studies included in this Rapid Evidence Assessment (REA) are taken from the Disability Evidence and Gap Map (EGM) prepared by the Campbell Collaboration for the UK Department for International Development (DFID) under the auspices of the Centre for Excellence for Development Impact and Learning (CEDIL). Eligible studies included systematic reviews and impact evaluations published in English from 2000 onwards that assessed the effectiveness of interventions for people with disabilities in LMICs. Qualitative studies, process evaluations, and non-impact evaluations (e.g. crosssectional surveys) were not eligible for inclusion. Quality grading was applied to the literature, so that assessment could be made of where there was strong evidence and where evidence was limited or missing. The studies were grouped by education sub-outcomes related to different stages in education across the life course; that is: early intervention, primary education, secondary education, non-formal education, and lifelong learning. 

 

There were 24 eligible individual studies, including studies conducted in the Middle East (10), Asia (7), and Africa (5), one from Latin America, as well as one multicountry study

Including children with disabilities in primary school : the case of Mashonaland, Zimbabwe

DELUCA, Marcella
TRAMONTANO, Carlo
KETT, Maria
October 2014

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This paper summarises education information disaggregated by age, gender and impairment gathered on children with disabilities in 268 schools in four districts in Mashonaland West Province (MWP), Zimbabwe, and outlines results from a survey given to parents, caregivers and teachers on knowledge, attitudes and practices. Findings highlighted a lack of training in inclusive education and the major barriers identified were a lack of assistive devices; distance to school and lack of transportation; cost; and human resource allocation. This research forms part of a three-year project led by Leonard Cheshire Disability Zimbabwe Trust to promote the provision of inclusive primary education for children with disabilities in that province and these findings provide the programme team with the possibility of adapting interventions and measuring changes over the duration of the project

Working Paper 26

Teachers for all : inclusive teaching for children with disabilities

LEWIS, Ingrid
BAGREE, Sunit
July 2013

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This paper provides detail about the context and scale of the challenges of the global shortage of inclusive teachers for children with disabilities. It then outlines five broad issues that need addressing if we are to prepare, recruit and support enough teachers, with appropriate skills, to educate every child, including those with disabilities

Inclusive education : an introduction

SHAW, Diana
2013

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This publication explores LCD’s approach to inclusive education and highlights their projects in Africa and Asia that support children with disabilities to get the education that they, and all children, deserve

How-to-guide : preparing teachers for inclusive education

NGUYET, Dinh Thi
HA, Le Thu
2010

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"This guide aims to help CRS and partner education programs prepare teachers to implement successful models of inclusive education at the school level. It builds upon the previous publication while focusing more specifically on issues relating to teacher training and human resource development. Though the Vietnamese experience may not be universally applicable in all country contexts, it is hoped that the examples provided will serve as a reference of core themes that can be tailored to suit individual country needs"

Changing teaching practices : using curriculum differentiation to respond to students’ diversity

PERNER, Darlene
2005

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This guide was developed to facilitate and support inclusive education. It presents strategies and learning activities to facilitate curriculum differentiation, and offers suggestions, strategies, and learning activities to teachers to use in classrooms. This guide is useful to anyone interested in using curriculum differentiation to respond to students’ diversity

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