Learning

This series is intended for Education Officers in USAID partner countries and implementing partners who are designing and managing new activities, evaluations, and/or research efforts.

At the 2022 Global Disability Summit (GDS), USAID announced new commitments to disability inclusive education, cementing its role as a leader and joining global partners to advocate for education for every learner.

In recent years, there has been a paradigm shift in the way we perceive disability.

Here are some examples from Cambodia, Kenya, Rwanda, and Tajikistan that show how good practices in the provision of accessible learning materials are being put into practice during COVID-19.

A literature review found that children with disabilities are less likely to get to school and, even when they do attend, less likely to stay in school. Learn more notable findings from the literature review in this blog post.

After Kenya closed schools in response to the pandemic, the Kenya Institute of Curriculum Development requested that eKitabu support students who are deaf by developing sign language videos that support early grade literacy for deaf children.

Classroom teachers, principals, and specialists are embracing an understanding that they do not need to wait for diagnosis or identification of a child’s disability to teach responsively. And, they are putting that understanding to work.

Kenya implemented the Tusome Early Grade Reading Activity in 2014. It introduced interventions at the grade 1 level beginning in 2015. Taking its name from the Kiswahili word for “let’s read,” the Tusome program was a five-year, nationwide effort.