Profiles
Ebele Mogo
Consultant
Dr. Ebele Mogo is an Evidence Synthesis Consultant, working as part of the team producing an Evidence Gap Map on Children with Disabilities. She has experience in working on the nexus of research and its strategic application to improve public health and wellbeing. She has a strong orientation in applying a systems lens to addressing public health, and a global perspective gained from work in a wide range of countries in Africa, Asia, North America and Europe. She has a competitive blend of expertise in using evidence to inform strategic portfolios of work via work with UN organizations and governments; in implementation focused research via work with academic institutions such as the University of Cambridge and McGill University, and in the development & deployment of innovations via work with venture-funded health start-ups.
Publications
Publication
Inclusion Matters: Inclusive Interventions for Children with Disabilities – An evidence and gap map from low- and middle-income countries
In this publication we report our Evidence and Gap Mapping (EGM) of “Inclusive Interventions for Children with Disabilities in LMICs”. It shows that research is lacking in many critical areas: awareness and non-discrimination, protection, adequate standard of living, family and community life, and empowerment – that represent critical areas of policy and programming in need of robust evidence to improve inclusion and participation.
Specific areas overlooked include tackling harmful stereotypes, tackling abuse and violence and ways to reduce stigma; on improving accessibility to water, sanitation, hygiene, housing and food; and interventions that aim for children with disabilities to enjoy their right to be heard, to play and to have their views considered in all matters affecting them.
Health research covers 3 in 4 of all studies in our EGM, but there is little evidence on improving access to general health services and accessibility for children with disabilities in healthcare settings. Inclusive education was moderately represented, but lacked the detail to understand how it was implemented or if inclusive education was effective in improving (or harming) academic outcomes, school readiness, graduation rates or the quality of educational services.
The companion protocol for the EGM can be found at this link
Please also see our EGM on Child and Adolescent Mental Health and Psychosocial Support Interventions
Publication
Effectiveness of Inclusive Interventions for Children with Disabilities in Low- and Middle-income Countries: Protocol for an evidence and gap map
Of the nearly 1 billion people with a disability, 80% live in low- and middle-income countries (LMICs) and 240 million are children. Children with disabilities remain one of the most marginalized and excluded groups in society.
This protocol to the Evidence and Gap Map on the Effectiveness of Inclusive Interventions for Children with Disabilities Living in LMICs aims to identify the available evidence on inclusive interventions to improve access to health, education and social services for these children, and enable them to participate fully in society by addressing discrimination, improving living conditions, incorporating mainstreaming approaches and promoting empowerment. It highlights gaps in the evidence to prioritize future research and evaluation agendas; identifies contextual factors related to various populations and settings; and provides a database of peer-reviewed and grey literature in this area.