This collection of ESRC–DFID funded research provides new evidence on what governments must consider in order to ensure that children with disabilities benefit from quality education without discrimination or exclusion. This research contains excellent, globally relevant and contextually grounded evidence of how the education sector can plan and design policies with a lasting impact for children with disabilities. It highlights the value of a study led by deaf researchers in India; explores school-readiness in Malawi; offers greater understanding of the experiences and challenges faced by children with disabilities within the classroom across six countries; and advances strategies on how to support the learning and teaching of children facing multiple disadvantages, including disabilities, in India and Pakistan.
This pilot project provides English-language teaching for members of the deaf community in India including young people in high poverty contexts, and drafts a model of language-teaching interventions. It is an interdisciplinary collaboration including sign linguistics and technologists.
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.
In this research we aim to fill a gap that exists between idealistic policies that define equality as a main objective of education, and assessment of progress that remains focussed on isolated indicators of equity in access to structures.
The research delivers an in-depth understanding of the problems that teachers face supporting students from diverse backgrounds, the teaching practices they adopt, and the kinds of support they need to help all children fulfill their learning potential.