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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

Good practice report on inclusive education and employment for people with disabilities in Bangladesh

HANDICAP INTERNATIONAL (HI)
2017

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This report is the output of a project titled “Advocating for Change for Persons with disabilities in South and South-east Asia” which was implemented by Handicap International for the period January 2013 – June 2014. In Bangladesh, the project supported Disabled People’s Organisations (DPOs) in 17 districts across the country, developing their capacity to advocate for rights of people with disabilities in education and employment. This report has been compiled to showcase good practices collected by DPOs and to promote practical recommendations, based on local evidence, on how to include people with disabilities in employment and education systems in Bangladesh. The Making it Work methodology was used as part of this project.

This report includes the 11 validated good practices including

  • to ensure access of people with disabilities to waged employment n factories
  • to ensure waged employment of people with disabilities though the Chamber of Commerce and Industries
  • to ensure access to start up capital for people with disabilities
  • to use local initiative to create educational opportunities for children with disabilities
  • to ensure access of students with disabilities to secondary education through social mobilisation by school authorities
  • to ensure access of children with disabilities to inclusive primary education
  • to ensure physical accessibility for children with disabilities in high schools
  • to ensure free of cost High School education for children with disabilities

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

Count me in campaign

SIGHTSAVERS
2010

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This resource presents information about a Signtsavers’ campaign that "focuses specifically on addressing the primary educational needs of children who are visually impaired. Without provision for these children the MDG of universal primary education for all will not be achieved." The campaign aims to raise awareness of the issues surrounding inclusive education and to generate funding. Information is highlighted about Sightsavers’ work across Africa, Asia and the Caribbean

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"

Sanitation for primary schools in Africa

REED, Bob SHAW, Rod
2008

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This book provides easy-to-use tools for assessing sanitation, water supply and handwashing facilities in primary schools in Africa, aimed at improving sanitation. It also presents illustrated information about guidelines to encourage handwashing with soap, various types of latrines, and technical designs. It would be useful for agency and government staff who are interested in sanitation in primary schools in Africa The link provides electronic access to the book, in English, as a single pdf, in addition to posters in English and Spanish

Transitions in the early years : a learning opportunity [whole issue]

November 2006

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This issue of Early Childhood Matters presents a number of perspectives around children's transition from home environments to primary schooling and includes practical examples of initiatives in a number of countries, including the US, India, Uganda, Guatemala, Poland, Brazil and Israel. Articles look at transition and school readiness as a challenge and a learning opportunity rather than as a problem. In different contexts the emphasis of related early childhood programmes varies. The 'Parques Infantis' in Brazil focuses on children's rights, while in Guatemala and Uganda programmes reflect a need to promote local culture and support children learning the mainstream language. The Mississippi Delta Children's Partnership encourages interaction between pre-schools, primary schools and parents as a means to facilitate transition and supports school readiness through after-school programmes

Orphans and schooling in Africa : a longitudinal analysis

EVANS, David
MIGUEL, Edward
2005

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This paper looks at the impact of parent death on primary school participation using an unusual five-year panel data set of over 20,000 children in rural Kenya. There was a focus on children who began the study period as non-orphans and compare children who subsequently lost a parent to those who did not. There is a substantial decrease in school participation following a parent death as well as evidence of a drop before the death. Effects are largest for children whose mothers died, for young girls (under age 12) and for children with low base line academic performance. The authors then discuss implications for the design of programmes to assist orphans and vulnerable children

Educational completion rates and achievement : implications for Ethiopia’s second poverty reduction strategy (2006-10)

WOLDEHANNA, Tassew
JONES, Nicola
TEFERA, Bekele
2005

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This paper addresses some of the key factors affecting children's education completion rates and achievement scores. It looks at the relative importance of the school and family environment and individual child characteristics in determining child grade completion or drop out at primary school; the relative importance of investment in school quality in determining students educational achievement; and the extent to which the Education Sector Development Programme reflects the determinants of children's primary school completion rates and educational achievement scores

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

Critical thinking [whole issue]

June 2004

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Critical thinking is considered to be part of the holistic development of young children as it is a key ability for children to guide their way through dilemmas, decisions and choices they make in life. This issue includes a review of strategies and teaching methods, and a discussion of the extent to which the youngest children can be considered capable of critical thinking. Fostering critical thinking as an aim of education is then argued for, using the instruments that have been developed to support the implementation of the Convention on the Rights of the Child. The concept of ‘Philosophy for Children’ is examined followed by an exploration of a programmed centred on philosophy for children in Iceland. A programme in the Andes in Argentina looks at the links between philosophy for children and resilience. The Insights From the Field section features the work of Mobile Creches Projects and of the links between critical thinking skills and HIV/AIDS in Mozambique

Girls' education in Kenya

UNITED NATIONS CHILDREN'S FUND (UNICEF)
October 2003

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In January 2003 the Government of Kenya announced the introduction of free primary education. There are still wide gender disparities in some regions but overall children aged 5-8 now have greater access to primary education with girls enrolment at 69% and boys at 68%. Pre-school education age 3-5 years is also occurring within Kenya and pre-school enrolment rate is at 40%. UNICEF is working, among other things, to strengthen education on HIV/AIDS prevention and the care of orphans, and to promote an integrated approach to the implementation of ECD, HIV/AIDS and formal primary and non-formal education sub-projects

Achieving universal primary education by 2015 : a chance for every child

BRUNS, Barbara
MINGAT, Alain
RAKOTOMALALA, Ramahatra
2003

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This study assesses whether universal primary completion can be achieved by 2015, the target date set by the Millennium Development Goals. This study focuses on the following two data gaps in many developing countries: the education policies that in many countries are needed for faster progress and the incremental financing required to support this progress. This study is useful for anyone interested in universal primary completion

In my classroom : guide to reflexive practice

DU PLESSIS, Joy
et al
2002

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This practical guide "suggests ways of working together in schools and teacher networks. Through the use of reflection and dialogue, the materials ask teachers to analyze their own teaching context and try out new teaching strategies...(it provides) teachers with opportunities to examine the ideas and examples, discuss them with colleagues and others, and guides them through adapting tasks, practices, and materials that may be used effectively in their own context"

In the web of cultural transition : a tracer study of children in Embu District, Kenya

NJENGA, Ann
KABIRU, Margaret
November 2001

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The study compares children who were taught by preschool teachers trained in the two-year course run by District Centres for Early Childhood Education (DICECE) with those who had untrained teachers. The study, carried out in Embu District (Kenya), found significant differences between the two groups of children particularly in terms of performance in primary schools, with children cared for by DICECE-trained teachers faring better, and in relation to absenteeism, repetition and dropout rates

School readiness : helping communities to get children ready for school and schools ready for children

October 2001

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This is a brief introduction to the concept of school readiness with a focus on the US. It presents a framework for community involvement in supporting children's transition to school, based on an 'ecological' view of child development. A variety of factors relating to the child development are considered and explored, including the different roles played by the child's family, early childhood care and education, schools, neighborhood, and the wider society

Education for all and children who are excluded

BERNARD, Anne
2001

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This thematic study was produced in preparation for the World Education Forum on education for all held in Dakar in Senegal in 2000. The final product was published in 2001 following the Forum. Millions of children are excluded from education through poverty, disability, ethnic difference and gender issues. Two thirds of the 130 million million primary school age children not in school are girls. This report discusses education at all levels from early childhood development through to primary school and secondary school with respect to the most vulnerable groups: girls, children in war, indigenous children, children with disabilities and children with HIV/AIDS. It looks at lessons from good practice and debates the way forward for a more inclusive approach. It is aimed at policy makers and programme makers

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