Results 13 resources
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…
What works? The case of inclusive education | Unesco IIEP Learning PortalSingal, N. - 2018, November 29
The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.
Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 yearsSingal, N. - 2016 - PROSPECTS, 46(1), 171–183
This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various...
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...
Inclusive Quality Education for Children with Disabilities (RR.6.2017; p. 88)Singal, N., Ware, H., & Bhutani, S. K. - 2017 - World Innovation Summit for Education & University of Cambridge
Education and Disability in the Global South: new perspectives from Africa and Asia. London: Bloomsbury Publishing.Singal, N., Lynch, P., & Johansson, S. T. - 2019 - British Journal of Special Education, 46(4), 511–512
Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, PakistanMalik, R., Raza, F., Rose, P., & Singal, N. - 2020 - Compare: A Journal of Comparative and International Education, 52(2), 211–231
Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in...
Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan (Research and Policy Paper 18/1)Rose, P., Singal, N., Bari, F., … Kamran, S. - 2018 - REAL Centre, Faculty of Education, University of Cambridge
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
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...
Towards a Disability Inclusive Education (p. 21)Sæbønes, A.-M., Bieler, R. B., Baboo, N., … Dansie, G. A. - 2015 - Oslo Summit on Education for Development
Towards a disability inclusive educationSæbønes, A.-M., Bieler, R. B., Baboo, N., … Dansie, G. A. - 2015 - Proceedings of the Background Paper for the Oslo Summit on Education for Development, Oslo, Norway, 6–7
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