GPE Disability and Inclusive Education A Stocktake of Education Sector Plans and GPE Funded Grants.pdf

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Working Paper

February 2018

Quality of teaching

Recognizing that a lack of appropriately trained teachers is a barrier to the education of children with
disabilities, 26 countries propose implementing teacher training activities, 19 plan to conduct in-­
service training, seven have plans to conduct preservice training, and five ESPs include the development of training modules on inclusive education or special needs education as strategies to improve
the quality of teaching and learning. Cambodia, The Gambia, and Lao PDR plan to conduct both
pre-service and in-service training for teachers. Other strategies include provision of more and better
teaching material in the form of inclusive education toolkits and guidance material, instructional
workbooks in braille, instructional aids like abacuses, books in braille, and audio visual dictionaries
in sign language.
Quality of learning

Eleven DCPs plan to adapt and modify their curricula to make them appropriate for children with disabilities and for children with special educational needs. Four DCPs plan to start measuring learning
achievement of children with disabilities who are enrolled in schools, while four ESPs include provision of toolkits for teachers that include modified lesson plans and classroom strategies to support
inclusive environments.
Approximately ten DCPs plan to provide teacher training on how to screen and identify children
with disabilities so they can be supported accordingly. Three countries plan to construct resource or
special centers to strengthen support for teachers and offer specialized services to children with profound disabilities and one country plans to phase in mainstreaming (integrating students with mild
to moderate disabilities). In three countries, resource centers are envisaged as centers for knowledge
and capacity building as well offering specialized services for children with disabilities. Other types
of support to teachers and students include providing children with rehabilitation aids and devices,
and hiring support staff to assist teachers in supporting students with disabilities and/or those with
special educational needs in the classroom.
Increasing enrollment

Forty DCPs in this study recognize access to education as a strategic priority in their ESPs. Twenty-­
one DCPs include building new schools or renovating existing schools to make them accessible to
children with disabilities as a strategic priority. Approaches to improve access include constructing
accessible school buildings, classrooms, toilets and covered drains, and ensuring proper lighting in
classrooms. Fifteen ESPs clearly articulate their intent to promote enrollment for children with disabilities by building schools that are infrastructurally accessible to all children. One DCP emphasized
the importance of transport for children with disabilities to access school and plans to provide transportation for affected students. Fourteen countries identified widely held negative attitudes toward
children with disabilities as a critical barrier reducing demand for education. In response, these
14 countries prioritize the need to sensitize community members and parents on the importance of
educating children with disabilities by providing inclusive quality education.
Improving equity

Four DCPs plan to increase the enrollment of girls with disabilities, based on their assessment of
the barriers students with disabilities face and the overlapping nature of marginalization and disadvantage. Eight countries offer incentives in the form of scholarships or stipends to support school
participation and meet or contribute to costs such as medical and rehabilitation expenses, transport,
mobility aids and appliances, books, and learning materials.

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