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Mhairi C. Beaton; Geraldene N. Codina; Julie C. Wharton
This report highlights a very important topic for the world and for society: inclusive education as a significant issue in the context of the global Education 2030 Agenda and special education to safeguard the rights and interests of per-sons with disabilities share a common focus on the equal access to education for students with disabilities among disadvantaged groups. UNESCO has been advocating for the global com-munity to work together to find ways to remove barriers to learning for persons with disabilities and to provide them with appropriate conditions for equal access to education. Evidence–based data received during interviews with over 50 educators in Rwanda and Mauritius provided the opportunity to identify gaps, les-sons learned, and good practices in the target countries, and helped to articulate the policy recommendations to encourage innovative and pervasive use of ICT and ODL solutions for the education of students with disabilities.
The research was guided by the following objectives: outline the main contributions of institutions in facilitating integration of information and communication technology (ICT) in SEN education during the pandemic crisis; examine the relevance, efficiency, and effectiveness of technological innovations employed in SEN education; analyse the major barriers impeding the implementation of ODL solutions in SEN education; determine the promising innovative technological practices and whether they are potentially sustainable and replicable in a post-COVID environment; propose policy recommendations to promote and encourage innovative and pervasive use of ODL solutions for learners with disabilities as a post-COVID recovery plan.
Vashkar Bhattacharjee; Shahriar Mohammad Shiblee
This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu-lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica-tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities.
Enrico Gandolfi; Richard E. Ferdig; Annette Kratcoski
Sarah Southey; Rae Morris; Michael Saini
Catherine Davies; Alexandra Hendry; Shannon P. Gibson (et al.)
Oliver Fiala; Enrique Delamónica; Gerardo Escaroz (et al.)
Wen Li; Zijing Wang; Guanghai Wang (et al.)
Cristina Fernandez Turienzo; Mary Newburn; Agnes Agyepong Agyepong (et al.)
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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COVID-19 & Children: Rapid Research Response