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Group Submission Type: Formal Panel Session
The Education Equity Research Initiative is a collaborative partnership that connects organizations and individuals committed to building stronger evidence and knowledge for improving solutions for equity in and through education. It serves to help ensure that an equity lens is incorporated into data production and research across all education and development programs and policies. With more than two dozen organizations participating in its work streams and task teams, The Equity Initiative is a vital forum for bringing collective knowledge and expertise together to address the challenge of equity. The organizations in this panel are contributing to building the knowledge base and advancing the field in understanding inequities in education outcomes and developing evidence-based solutions to address them. Learn more at www.educationequity2030.org.
Under the Education Equity Research Initiative, the Disability Task Team was established in 2017 with the objective of improving the availability and quality of data on the prevalence, access and achievement of children with disabilities in education. According to the World Report on Disability (WHO and World Bank, 2011) there are approximately 1 billion people recognized as disabled across the globe, representing approximately 15% of the world’s population. At a time of increasing attention to the scope of educational needs for this group, information gaps remain in terms of proven approaches for effectively education children with disabilities. In a recent analysis by Hayes, Turnbull, and Moran (2018) in USAID’s new toolkit entitled “Universal Design for Learning to Help all Children Read,” an extensive review of more than 500 articles, books, and other documents was undertaken. In the process of this review, a mere 2% of publications regarding inclusive or special education in Africa were focused on instructional approaches; in articles pertaining to Asia, only 3% discussed this topic. The vast majority of studies focused on either providing general information or discussing teacher attitudes towards inclusion.
Our four papers share promising practices and innovations in addressing these gaps. Our first paper reports on the outcomes of a quasi-experimental study on literacy and numeracy attainment for girls with disabilities in Kenya; our second paper lessons learned from All Children Reading projects supporting children who have low vision or are blind; our third paper presents the results from a project in Malawi that trained early childhood caregivers on supporting children with disabilities; and our fourth paper explores successful technologies for improving reading skills of children with disabilities.
Impact of Leonard Cheshire’s inclusive education model on the learning outcomes of girls with disabilities in the lake region of Kenya - Ola Abu Alghaib, Leonard Cheshire
Strategies that work: Lessons from All Children Reading projects supporting students who have low vision or are blind - Kristina Solum, STS International
Measuring the effect of an early childhood caregiver training on child development outcomes in rural Malawi - Emma Jolley, Sightsavers
Leveraging Technology to Support Literacy Outcomes for Learners with Disabilities in Low and Medium-Income Countries - David Banes, Reading within Reach/Global Reading Network