Resources search

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

McCLAIN-NHLAPO, Charlotte
English
et al
June 2019

Expand view

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.

Alternative spaces of failure. Disabled ‘bad boys’ in alternative further education provision

JOHNSTON, Craig
BRADFORD, Simon
English
2019

Expand view

This article draws from an ethnographic study of a group of school-aged disabled white working-class and self-proclaimed ‘bad boys’ in one Alternative Provision (AP) in an English further education college. These young disabled students’ disabilities contribute to the formation of their revalorised – yet stigmatised – identities. Stigma also facilitates the governance of their educational careers. The article considers how this group understands its precarious existence in and beyond AP and how these young men resist the conditions of their devaluation. Despite multiple, stigmatising experiences, the article shows how they appropriate space and (social) capital, often in tension with other students and college staff. The article suggests that there are questions about AP as an appropriate means to confer value upon young disabled students.

  • White, disabled, working-class male students are increasingly placed into Alternative Provisions intended for young people who would otherwise not receive suitable education for various reasons. The experiences of such students have received limited research attention.
  • This article is based on research conducted with young people who attend a provision located within an English further education college. The research found that these young people experience a lack of support, low trust and disregard from peers and some professionals at a crucial time in their educational careers.
  • It is important to understand disability in relation to other social differences – social class and gender, for example – as the combined impact of these in educational settings may undermine future career prospects and life chances.
  • The article emphasises the importance of education practices that develop reciprocity, trust and cooperation in improving the often oppressive circumstances young disabled people face in post-school settings.

Send all my friends to school : a global campaign for education UK evaluation of UK’s aid to education for children with disabilities

NOCK, Stephen
DAVIS, Warren
English
Eds
2014

Expand view

This report reveals a major gap between DFID’s inclusive education policy and practice, with weak implementation, as a result of a lack of resources and capacity. GCE UK’s report highlights that there is an urgent need for a significant increase in policy attention and resources to address the major structural and social barriers that children with disabilities currently face in accessing education. It concludes by making key recommendations.  It finds that the issue needs much greater prioritisation within DFID, and that there is an urgent need for DFID to develop a systematic approach towards the issue, both directly within its education portfolio, and by mainstreaming the issue across other areas of DFID operations. It recommends that it is critical that DFID works to embed disability throughout its development programmes to achieve long-term change, even as governments change and key individuals move on

Equity and inclusion for all in education

GRIMES, Peter
BAGREE, Sunit
English
2012

Expand view

"This report advocates that DFID dedicate adequate resources to tackling the exclusion of all marginalised groups from education in a strategic manner, in line with Millennium Development Goal (MDG) 2 to achieve universal primary education, the Education for All (EFA) goals and international human rights instruments such as the Convention on the Rights of the Child. Mainly, it focuses on these wider issues of marginalization"

E-bulletin

Source e-bulletin on Disability and Inclusion

Subscribe to updates