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Natasha Graham

Consultant (Former title)

Natasha joined UNICEF Office of Research in March 2021. Natasha is an international expert in disability-inclusive development focusing on education of children with disabilities. She has been working for UNICEF Headquarters since 2015 supporting Regional and Country offices in planning and implementing disability-inclusive education and piloting the work on disability-inclusive education sector analysis and sector planning. Prior to UNICEF, Natasha was a disability advisor at the Partnership for Child Development (PCD) at Imperial College London, leading the work on incorporating disability/vision screening into school health programs. Before that Natasha was a Senior Education Specialist at the Global Partnership for Education (GPE) Secretariat working with development partners and governments on including children with disabilities in education systems, leading the work on disability screening, assessment and service provision and disability data collection. Natasha joined GPE Secretariat after working for Organisation for Economic Cooperation and Development (OECD) piloting disability screening and assessment in low-income countries. She has worked with many governments and international agencies on designing, monitoring and evaluating inclusive education programs and systems. Natasha has extensive experience working in East Africa, South Asia and South East Asia and the Pacific focusing on understanding the needs of marginalized children and those excluded from education. She holds a Masters degree in Public Administration specialized in international education policy from the Middlebury Institute for International Studies at Monterey.


Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

Support from caregivers is critical for children’s learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children’s learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system.