Inclusion Matters: Inclusive Interventions for Children with Disabilities – An evidence and gap map from low- and middle-income countries

Inclusion Matters: Inclusive Interventions for Children with Disabilities – An evidence and gap map from low- and middle-income countries

AUTHOR(S)
Anil Thota; Ebele Mogo; Dominic Igbelina; Greg Sheaf; Rahma Mustafa; Shivit Bakrania; Alberto Vásquez Encalada; Gavin Wood

Published: 2022 Innocenti Research Report

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

Libros de texto digitales accesibles: Creación de herramientas digitales que permitan el diseño universal para el aprendizaje y la educación inclusiva

Libros de texto digitales accesibles: Creación de herramientas digitales que permitan el diseño universal para el aprendizaje y la educación inclusiva

AUTHOR(S)
Marta Carnelli; Thomas Dreesen; Claudia Pacheco

Published: 2022 Innocenti Research Report

En América Latina y el Caribe, más de 19 millones de niñas, niños y adolescentes tienen una discapacidad. Aunque las tasas de asistencia y finalización de los estudios han aumentado de forma constante en los últimos 20 años, las barreras de acceso a una educación de calidad para las niñas, niños y adolescentes con discapacidad siguen siendo demasiado altas en la región.

En el Paraguay, la discapacidad es un factor importante asociado a la participación escolar y a los resultados de aprendizaje. La iniciativa Libros de Texto Digitales Accesibles para Todos y Todas implementa herramientas y contenidos digitales para que el aprendizaje sea accesible para todos los estudiantes —con y sin discapacidad— en la misma aula.

Este informe presenta los resultados del piloto realizado empleando un libro de texto digital accesible para niños, niñas y adolescentes con y sin discapacidad en el Paraguay. El informe ofrece resultados en tres áreas. En primer lugar, analiza la familiaridad y la capacidad de los docentes y los estudiantes de interactuar con la tecnología. En segundo lugar, investiga las prácticas pedagógicas utilizadas para la educación inclusiva y para integrar el libro de texto digital accesible como una herramienta en el aula para apoyar la inclusión. En tercer lugar, presenta recomendaciones para mejorar el contenido y la interfaz del libro de texto digital accesible.

Este estudio forma parte de una investigación multinacional a largo plazo que examina el desarrollo y uso de libros de texto digitales accesibles. Futuras investigaciones explorarán el impacto del uso, a mayor escala, de los libros de texto digitales accesibles sobre los logros de aprendizaje de los estudiantes.

Accessible Digital Textbooks: Universal Design for Learning in Paraguay

Accessible Digital Textbooks: Universal Design for Learning in Paraguay

AUTHOR(S)
Marta Carnelli; Thomas Dreesen; Claudia Pacheco

Published: 2022 Innocenti Research Report

In the Latin America and Caribbean region, more than 19 million children have a disability. Although school attendance and completion rates have increased steadily over the last 20 years in the region, barriers to access quality education are still too high for children and adolescents with disabilities.

In Paraguay, disability is a major factor associated with school participation and learning levels. The Accessible Digital Textbooks for All (ADT) initiative, implements accessible digital tools and content to make learning accessible to all students - with and without disabilities - in the same classroom.

This report presents the research results of the piloting of an accessible digital textbook for children with and without disabilities in Paraguay. The report provides results across three areas. First, it analyses the familiarity with and ability of teachers and students to interact with technology. Second, it investigates the pedagogical practices used for inclusive education and to integrate the accessible digital textbook as a tool in the classroom by teachers to support inclusion. Third, it presents recommendations for improving the content and interface of the accessible digital textbook.

This study is part of longer-term multi-country research examining the implementation of accessible digital textbooks. Future research will explore the impact of the use of the ADT on student learning on a larger scale.

Caregivers’ Guide to Inclusive Education

Caregivers’ Guide to Inclusive Education

Published: 2022 Miscellanea
Parents or caregivers of children with disabilities play a crucial role in supporting their child’s learning. This includes navigating the education system and supporting their child’s participation in an inclusive school. They may face various challenges, which have been amplified even more due to the remote learning and other COVID-19 restrictions. This guide for caregivers aims to (1) help them understand their rights and national inclusive education laws; (2) identify challenges and barriers they are facing in supporting their child’s learning needs and (3) find solutions that can help them to overcome these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education.
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation

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

AUTHOR(S)
Bella Baghdasaryan; Natasha Graham; Malin Ljunggren Elisson; Dita Nugroho

Published: 2022 Miscellanea

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.

The Directory of Associations and Organizations to Support Caregivers of Children with Disabilities is a template to develop a directory of local associations, organizations and networks that exist to connect and support parents and caregivers of children with disabilities.

 

Teachers’ Guide to Supporting Marginalized Caregivers of Children with Disabilities

Teachers’ Guide to Supporting Marginalized Caregivers of Children with Disabilities

Published: 2022 Miscellanea

Teachers play an important role in making sure that all children feel safe, supported and included at school. Marginalized caregivers of children with disabilities face various challenges in navigating newly-emerging inclusive education settings. Teachers can learn about the specific needs of children from their caregivers and help caregivers to identify the best ways and materials to support their child’s learning. This guide for teachers aims supports them to engage with caregivers in (1) identifying their children’s individualized learning needs; (2) identifying the challenges in meeting these needs and (3) identifying solutions in to address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education.

School Guide to Supporting Marginalized Caregivers of Children with Disabilities

School Guide to Supporting Marginalized Caregivers of Children with Disabilities

Published: 2022 Miscellanea
Inclusion is most effective when schools create a culture that celebrates diversity and builds on the strengths of each student. Family engagement may look different from school to school, and it is important for schools to support families in a variety of ways, not just relying on one method. This guide aims to help schools to (1) identify specific needs faced by marginalized families of children with disabilities; (2) identify challenges they face to meeting these needs and (3) identify solutions in the form of resources that address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education.
Directory of Resources to Support Caregivers of Children with Disabilities

Directory of Resources to Support Caregivers of Children with Disabilities

Published: 2022 Miscellanea
This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, a workbook containing tools to support the activities, and a template for a directory of associations and organizations to be adapted for different systems. An initial set of helpful materials, information and links from proof-of-concept pilots in Armenia and Uzbekistan have been included, with templates to add more local resources within each system. It is designed to be  a useful first place for caregivers, teachers and school staff to search for solutions to challenges they have identified while using guides. 
Effectiveness of Inclusive Interventions for Children with Disabilities in Low- and Middle-income Countries: Protocol for an evidence and gap map

Effectiveness of Inclusive Interventions for Children with Disabilities in Low- and Middle-income Countries: Protocol for an evidence and gap map

AUTHOR(S)
Anil Thota; Ebele Mogo; Dominic Igbelina; Greg Sheaf; Rahma Mustafa; Shivit Bakrania; Alberto Vásquez Encalada; Gavin Wood

Published: 2022 Innocenti Working Papers

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.

Assistive Technology in Humanitarian Settings: Overview of Research Project

Assistive Technology in Humanitarian Settings: Overview of Research Project

AUTHOR(S)
Gavin Wood; Golnaz Whittaker

Published: 2022 Innocenti Research Report

There are 240 million children with disabilities in the world; half of them are out of school. Many are invisible, stigmatized, hidden by their families and abandoned by their governments. Children with disabilities, especially in humanitarian settings, are among the poorest members of the population and one of the most marginalized and excluded groups in society.

With only an estimated 1 in 10 children with a need for assistive devices having access, UNICEF’s Office of Research – Innocenti undertook a study to better understand the nature and drivers of Assistive Technology (AT) access in humanitarian settings.

This document provides a synthesis of the project’s various reports and papers: (1) a thematic literature review summarizes the academic evidence base regarding the provision of AT in humanitarian settings, including the nature and scale of provision and barriers and facilitators of access and provision; and (2) three case studies of countries affected by crisis to triangulate the findings of the literature review and fill identified knowledge gaps with real-world examples: Afghanistan, South Sudan, and the State of Palestine.

Barriers and Facilitators to Providing Assistive Technologies to Children with Disabilities in South Sudan

Barriers and Facilitators to Providing Assistive Technologies to Children with Disabilities in South Sudan

AUTHOR(S)
Golnaz Whittaker; Gavin Wood

Published: 2022 Innocenti Working Papers

South Sudan is in a protracted crisis. Four million people have been displaced and many have been left living with high levels of injury, poverty and food insecurity. The impact of the crisis on children – who make up over 29% of the population – is particularly high, and a large number are at risk of being born with or acquiring a disability.

Assistive technologies (AT) – the systems, services and products that enhance the functioning of people with impairments – are likely to be required by many children in South Sudan with disabilities. There is no reliable data available on disability prevalence or AT needs in South Sudan, though estimates suggest a range between 10% and 15% of the population. This work aims to understand the landscape of AT provision and the barriers and facilitators to provision and provides recommendations for priority actions.

Barriers and Facilitators to Providing Assistive Technologies to Children with Disabilities in Afghanistan

Barriers and Facilitators to Providing Assistive Technologies to Children with Disabilities in Afghanistan

AUTHOR(S)
Golnaz Whittaker; Gavin Wood

Published: 2022 Innocenti Working Papers

Due to the impacts of the ongoing conflict, Afghanistan’s child population is at high risk of being born with or acquiring a primary or secondary disability.

According to a recent estimate, up to 17% of Afghanistan’s children live with some form of disability. Assistive Technologies – the systems, services and products that enhance the functioning of people with impairments – are likely to be required by a large proportion of children with disabilities in Afghanistan. Afghanistan has signed and ratified the United Nations Convention on the Rights of Persons with Disabilities, which includes a commitment to provide assistive technologies equitably to all who need it. However, little action has been taken to meet this commitment, and there continues to be a vast gap between need and provision. This work presents the the barriers and facilitators to provision and provides recommendations to begin to close the gap.

1 - 12 of 25