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.

The 2-day hybrid event secured record commitments of international, domestic and private funding for education. Be sure to access our resources to find out what you might have missed.

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.

The USAID Education Policy’s focus on “sustained, measurable improvements in learning outcomes and skills development” is at the heart of USAID’s work in education finance, and USAID’s interest in education finance is focused on sustainability.  

Deaf children represent a majority of all children with disabilities in Kenya. These children are not only an underserved group of students, but also a distinct language minority that uses Kenyan Sign Language as their native language.

Various models have been employed over time to address disability inclusion in education programming, with social and rights-based models preferred.

We discuss these challenges and offer ways to overcome them in order to achieve the goal of universally obtained inclusion.