Results 10 resources
Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16)Lynch, P., Kaye, T., & Terlektsi, E. - 2020 - EdTech Hub
The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss...
EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review [Working Paper]Lynch, P., Singhal, N., & Francis, G. A. - 2021 - EdTech Hub
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but...
How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy [Policy Brief]Lynch, P., Singal, N., & Francis, G. A. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomesSingal, N., Lynch, P., Kaye, T., & Francis, G. - 2021, April 23 - EdTech Hub
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in MalawiLynch, P., Lund, P., & Massah, B. - 2014 - International Journal of Educational Development, 39, 216–224
Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented...
Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature reviewLynch, P., Singal, N., & Francis, G. A. - 2022 - Educational Review, 0(0), 1–27
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking....
Education and Disability in the Global South: New Perspectives from Africa and AsiaSingal, N., Lynch, P., & Johansson, S. T. - 2018 - Bloomsbury Publishing
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but...
Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the futureSingal, N., Mbukwa-Ngwira, J., Taneja-Johansson, S., … Umar, E. - 2021 - International Journal of Inclusive Education, 0(0), 1–17
Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their...
Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schoolsLynch, P., McCall, S., Douglas, G., … Njoroge, M. - 2011 - International Journal of Educational Development, 31(5), 478–488
This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period...
Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems PerspectiveMcLinden, M., Lynch, P., Soni, A., … Mankhwazi, M. - 2018 - International Journal of Early Childhood, 50(2), 159–174
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new...
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