children-with-disabilities-CWDs | The Impact Initiative

Research on Children with Disabilities Influences Education Policy in Pakistan

Children who face multiple disadvantages including those related to disability are among those least likely to be learning. This research is shaping key policy debates on education, inclusion and disability.

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Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective

McLinden M. et al (2018) ‘Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective’ International Journal of Early Childhood 50.2: pp 159–174.

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The capacity of community-based participatory research in relation to disability and the SDGs

Greenwood, M. (2017) ‘The capacity of community-based participatory research in relation to disability and the SDGs’ Disability and the Global South 4.1: pp. 1143-1163

This paper has highlighted an alignment between the aims of the 2030 Agenda and the nature of disability-focused CBPR. It has also demonstrated CBPR in practice in the global South and raised tensions and dilemmas that need to be acknowledged as significant, but worth the time to navigate the uncertainty to see change.

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Strengthening schools accountability mechanisms through participation: addressing education quality and equity in Afghanistan and Pakistan

Disadvantaged children in Low Income Countries (LICs) particularly children with disabilities are increasingly accessing schools, but not learning effectively due to social exclusion within the classroom and poor teaching methods, that perpetuate inequality.

Improving curriculum and teaching methods to influence policy and increase the quality of ECDE provision for children with disabilities in Malawi

The University of Birmingham (UoB) and Sightsavers International invited researchers and academics from leading institutions working in the areas of early childhood development and education (ECDE) and special educational needs and disability (SEND), educational psychology, applied anthropology, and epidemiology in Malawi, the UK and the USA to co-design and conduct an innovative three-year study.