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. 
Workbook: Tools to Support Caregivers of Children with Disabilities

Workbook: Tools 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, as well as templates for directories of resources and organizations to be adapted for specific systems. This workbook contains tools to be used by caregivers, teachers and other school staff to apply and work through the steps presented in the guides. Based on proof-of-concept pilots in Armenia and Uzbekistan, the tools work best when they are used in collaboration between these different stakeholders. Completing the activities in the workbook will help to identify the specific challenges caregivers face as well as to identify solutions to address them. 
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.

The Provision of Assistive Technology to Children with Disabilities in Humanitarian Settings: A Review of the available evidence on the current state of provision, gaps in evidence, and barriers to and facilitators of better delivery

The Provision of Assistive Technology to Children with Disabilities in Humanitarian Settings: A Review of the available evidence on the current state of provision, gaps in evidence, and barriers to and facilitators of better delivery

AUTHOR(S)
Golnaz Whittaker; Gavin Wood

Published: 2022 Innocenti Working Papers

One billion people in the world live with a disability; 240 million are children. The majority of the world’s children with disabilities live in low- and middle-income countries, where humanitarian crises are most likely to occur. Humanitarian crises increase the prevalence of child disability and the need for assistive technologies as children sustain new disabling injuries, children with disabilities lose their assistive devices, or access to limited existing health services is worsened by crisis. In addition, there are likely to be many more children with disabilities in humanitarian settings whose need for assistive technologies has never been identified.

This literature review discusses the barriers to assistive technologies provision in humanitarian settings and considers possible entry points for provision in the future. Recommendations include: coordination platforms for provision; gathering evidence on existing in-country provision and strengthening those systems; designing programmes for provision that account for pre-existing barriers, within-crises barriers including those internal to humanitarian organizations like UNICEF.

The Impact of the COVID-19 Pandemic on the Provision of Assistive Technology in the State of Palestine

The Impact of the COVID-19 Pandemic on the Provision of Assistive Technology in the State of Palestine

AUTHOR(S)
Golnaz Whittaker; Gavin Wood

Published: 2022 Innocenti Working Papers

Official statistics identify 2% to 7% of the population in the State of Palestine as having a disability. Evidence is limited regarding levels of access to assistive technologies (AT) by people with disabilities in the State of Palestine. However, estimates suggest that there are high levels of unmet need. Less than 10% of children with disabilities received assistive devices in the year of one recent survey. The COVID-19 pandemic has had an impact on a range of such services in many countries, but little information is yet available on the impact on AT provision in humanitarian settings.

Best of UNICEF Research 2017

Best of UNICEF Research 2017

Published: 2017 Miscellanea

The Best of UNICEF Research (BOUR) initiative celebrates its fifth year. Once again, it showcases some of the best and most innovative pieces of research coming out of UNICEF. It reveals diversity in geography, themes and methodologies. The topics demonstrate the added value of UNICEF staff in the field identifying issues that are of relevance at national and local levels but which also have widespread application and the potential to shape the agendas of academic and policy communities. The studies demonstrate the particular capacity of UNICEF to facilitate research across multiple countries within a region, and even cross-regionally.

A number of studies in this volume focus on child protection issues – a welcome addition to research in a field for which evidence is often limited or fragmented, and where the work of UNICEF has potential to drive a research and evidence agenda with global impact. Other studies focus on children in conditions of extreme vulnerability and exploitation – where issues of appropriate methods and ethical safeguards become paramount. The situation of children with disabilities is another welcome addition to the themes covered by BOUR – highlighting its growing importance on the agenda of governments and of UNICEF.

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