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Accuracy of school-based vision screening by teachers in Pakistan: A qualitative study

BECHANGE, STEVENS
January 2020

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Main objectives

1 – To explore the knowledge and competencies of teachers in carrying out visual acuity testing.

2 – To investigate how visual acuity testing practices were applied.

3 – To determine teachers’ motivations and attitudes towards carrying out school-based visual acuity testing.

Summary

Although the school-based vision screening programme was well received and supported by the schools and health providers, limited time allocated for training and practice; limited supervision and the lack of refresher training; trainers insufficiently experienced in training non-health staff and teachers’ involved had many other responsibilities and could not allocate sufficient time to conduct the activity properly which undermined the effectiveness and efficiency of the programme.

Every learner matters: Unpacking the learning crisis for children with disabilities

McCLAIN-NHLAPO, Charlotte
et al
June 2019

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This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.

The aim of the paper is to:

  • Provide an evidence-based review of educational participation of children with disabilities.
  • Establish a case for focusing on learning achievements for students with disabilities.
  • Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
  • Explore evidence of practice and systems which promote disability-inclusive learning for all. 

Four case studies are provided - from Pakistan, South Africa, Canada and UK.

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