TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - 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 are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts. CN - 0043 DA - 2020/06/17/ PY - 2020 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/LP4PGMNA KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review AU - Lynch, Paul AU - Singhal, Nidhi AU - Francis, Gill A. AB - 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 substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others. DA - 2021/// PY - 2021 DP - DOI.org (Datacite) LA - en M3 - Working Paper PB - EdTech Hub ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs UR - https://docs.edtechhub.org/lib/XJ42VUQG Y2 - 2021/04/30/10:24:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - RPRT TI - How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill A. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/19/ PY - 2021 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/UXWEBRCC KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes AU - Singal, Nidhi AU - Lynch, Paul AU - Kaye, Tom AU - Francis, Gill T2 - EdTech Hub AB - 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… DA - 2021/04/23/T15:36:47+00:00 PY - 2021 LA - en-US ST - EdTech for learners with disabilities UR - https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/ Y2 - 2021/04/29/18:28:44 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi AU - Lynch, Paul AU - Lund, Patricia AU - Massah, Bonface T2 - International Journal of Educational Development AB - 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 in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training. DA - 2014/// PY - 2014 DO - 10.1016/j.ijedudev.2014.07.002 DP - ScienceDirect VL - 39 SP - 216 EP - 224 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059314000595 Y2 - 2020/12/10/16:44:43 KW - Albinism KW - Resource centres KW - Special educational needs KW - Teacher training KW - Visual impairment ER - TY - JOUR TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill Althia T2 - Educational Review AB - 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. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities. DA - 2022/04/04/ PY - 2022 DO - 10.1080/00131911.2022.2035685 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 27 SN - 0013-1911 ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries UR - https://doi.org/10.1080/00131911.2022.2035685 Y2 - 2022/05/30/11:44:51 KW - Educational technology KW - assistive technology KW - disability KW - inclusive education KW - low- and middle-income countries KW - primary education ER - TY - BOOK TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Singal, Nidhi AU - Lynch, Paul AU - Johansson, Shruti Taneja AB - 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 also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments. DA - 2018/12/13/ PY - 2018 DP - Google Books SP - 438 LA - en PB - Bloomsbury Publishing SN - 978-1-4742-9121-7 ST - Education and Disability in the Global South KW - Education / Educational Policy & Reform / General KW - Education / Inclusive Education KW - Education / Special Education / General ER - TY - JOUR TI - Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future AU - Singal, Nidhi AU - Mbukwa-Ngwira, Jenipher AU - Taneja-Johansson, Shruti AU - Lynch, Paul AU - Chatha, Gertrude AU - Umar, Eric T2 - International Journal of Inclusive Education AB - 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 child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home. DA - 2021/11/23/ PY - 2021 DO - 10.1080/13603116.2021.1965804 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 17 SN - 1360-3116 ST - Impact of Covid-19 on the education of children with disabilities in Malawi UR - https://doi.org/10.1080/13603116.2021.1965804 Y2 - 2022/11/20/21:53:29 KW - Covid-19 KW - Malawi KW - disability KW - education KW - parent KW - telephone survey ER - TY - JOUR TI - Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools AU - Lynch, Paul AU - McCall, Steve AU - Douglas, Graeme AU - McLinden, Mike AU - Mogesa, Bernard AU - Mwaura, Martha AU - Muga, John AU - Njoroge, Michael T2 - International Journal of Educational Development AB - 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 in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries. DA - 2011/// PY - 2011 DO - 10.1016/j.ijedudev.2010.08.006 DP - ScienceDirect VL - 31 IS - 5 SP - 478 EP - 488 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Inclusive educational practices in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0738059310001203 Y2 - 2020/12/10/16:38:23 KW - Inclusive education KW - Itinerant teachers KW - Kenya KW - Participatory action research KW - Visual impairment ER - TY - JOUR TI - 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 AU - McLinden, Mike AU - Lynch, Paul AU - Soni, Anita AU - Artiles, Alfredo AU - Kholowa, Foster AU - Kamchedzera, Elizabeth AU - Mbukwa, Jenipher AU - Mankhwazi, Mika T2 - International Journal of Early Childhood AB - 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 bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts. DA - 2018/// PY - 2018 DO - 10.1007/s13158-018-0223-y DP - Springer Link VL - 50 IS - 2 SP - 159 EP - 174 J2 - IJEC LA - en SN - 1878-4658 ST - Supporting Children with Disabilities in Low- and Middle- Income Countries UR - https://doi.org/10.1007/s13158-018-0223-y Y2 - 2021/03/04/13:10:16 ER -