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What works to improve educational outcomes of children with disabilities in school?

HUNT, Xanthe
August 2019

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Question & problem

For people with disabilities, a major determinant of social and economic outcomes in adulthood, is access to, and the adequacy of, education in childhood and adolescence. Yet, children with disabilities are less likely to be enrolled in, or complete, school. Further, there are substantial gaps in the evidence regarding what works to improve educational outcomes of children with disabilities in school. Educational outcomes, here include academic achievement, pass rates, and grade completion. Many studies measure child behaviour and proxy or distal outcomes in response to various interventions, but not actually how children with disabilities do in these domains. This is particularly the case in LMIC, where there is a dearth data about the effects of educational policies and practices on child educational outcomes.

Disability gaps in educational attainment and literacy - The price of exclusion : disability and education.

MALE, Chata
WODON, Quentin
December 2017

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This note provides an analysis of gaps in educational opportunities for children with disabilities. It also measures the impact at the margin of exclusion related to various types of disabilities on education outcomes for children. Four main outcomes are considered: whether children ever enroll in school, whether they complete their primary education, whether they complete their secondary education, and whether they are literate. The analysis is implemented using the most recent census data available for a total of 19 countries.

Able to include

INCLUSION EUROPE
February 2017

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"The ABLE TO INCLUDE solution improves the quality of life of people with intellectual or developmental disabilities (IDD) and similar conditions such as people affected by dementia or any kind of cognitive impairment. To achieve this, the project integrates a set of already-developed technologies to create a context-aware accessibility layer that, by being integrated with existing and future ICT tools, can improve the day-to-day life of people with IDD by understanding their surroundings and helping them to interact with the information society. The project focuses on the most important areas that a person needs to live independently and find fulfilment as an individual: to socialize in the context of the web 2.0, to travel independently and be able to work.

Three key technologies are used as a framework to develop everyday tasks:

Text and content simplifier
A pictogram-to-text, text-to-pictogram and pictogram-pictogram translation tool
Text-to-speech functionalities

These technologies are utilised to create an accessibility layer for people with IDD in everyday tasks within the framework of the information society. The accessibility layer is accessed through an open and free API that foster the introduction of an assistive technologies layer for people with IDD in any software development."

Illiteracy among adults with disabilities in the developing world: A review of the literature and a call for action

GROCE, Nora
BAKHSHI, Parul
2011

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In the early 1990s, UNESCO estimated that perhaps 97% of the world's 650 million disabled persons were unable to read or write, leading to significant efforts throughout the developing world to ensure that all children with disabilities attended school through ‘inclusive education’ programmes. But what of the vast majority of persons with disabilities who now are adolescents or adults, well beyond the reach of classroom education, or the estimated 90% of disabled children who will still ‘age out’ of the system before such inclusive education is available in their communities? In this paper, we review findings from a global literature search on literacy of adults with disability in developing countries which shows that there is currently little in international development, education, health or disability research policies or programmes that addresses this issue. On the basis of these findings we argue that while inclusive education efforts for children are important, more attention also needs to be directed to providing literacy skills to illiterate and marginally literate disabled adolescents and adults.

Guidebook for planning education in emergencies and reconstruction

INTERNATIONAL INSTITUTE FOR EDUCATIONAL PLANNING (IIEP)
2010

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This practical guide presents non-formal education in the contexts of emergencies and reconstruction to provide emergency-affected out of school children, youth and adults with educational activities that meet their needs and interests, and to supplement formal schooling of those children and youth with subjects relevant to their protection well-being and psycho-social needs. This guide is useful to anyone interested in non-formal education in the contexts of emergency and reconstruction

World health report 2004 : changing history

WORLD HEALTH ORGANIZATION (WHO)
2004

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This report argues that a comprehensive HIV/AIDS strategy linking prevention, treatment, care and support for people living with the virus could save the lives of millions of people in poor and middle-income countries. At present, almost six million people in developing countries need treatment, but only about 400 000 of them received it in 2003. The World Health Report 2004 argues that a treatment gap of such dimensions is indefensible and that narrowing it is both an ethical obligation and a public health necessity. In September 2003 WHO, UNAIDS and the Global Fund to Fight AIDS, Tuberculosis and Malaria and their partners launched an effort to provide three million people in developing countries with antiretroviral therapy (ART) by end 2005 - the 3 by 5 initiative. This World Health Report shows how a partnership linking international organizations, national governments, the private sector and communities is working simultaneously to expand access to HIV/AIDS treatment, reinforce HIV prevention and strengthen health systems in some of the countries where they are currently weakest

We the children : meeting the promises of the World Summit for Children

UNITED NATIONS CHILDREN'S FUND (UNICEF)
September 2001

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The report assesses progress to date in meeting the commitments made to the children around the world at the 1990 World Summit for Children. It also includes best practices and lessons learned, obstacles to progress, and a plan of action for building a world fit for children. It will be particularly useful to policy-makers, researchers, journalists and students as a reference tool and as an example of the progress that can be achieved through goal-oriented development planning

Reflect mother manual - regenerated Freirean literacy through empowering community techniques

ARCHER, David
COTTINGHAM, Sara
1996

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REFLECT is a participatory approach to adult literacy developed by ActionAid, based on Participatory Rural Appraisal and Freirean methods. The approach does not use pre-printed materials, but through ‘literacy circles’ encourages people to develop their own learning materials, such as maps, diagrams and calendars representing local reality. These are then used as the basis for introducing reading and writing in a meaningful context

Scenari-aid

MEREDITH, Grant

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Scenari-Aid is a free website containing over 100 digitally recorded real-life scenarios for people to work through in their own time and style. Each functional scenario is comprised of a number of steps in which the user can pause at any time and choose to respond in a time and manner that best fits their situation, style and needs. This website is useful to users for the following reasons: fluency and speech therapy for people, stroke recovery, literacy skills for people from non-English speaking backgrounds, addressing social anxiety issues and the empowering the long term unemployed

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