Learning

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.

Language-focused MERL activities play an important role in gathering evidence and garnering support for adopting languages children use and understand outside of school for reading instruction.

One of the best ways for children to improve their reading skills is to practice reading using a variety of texts that are written in a language they use and understand. However, many children have limited access to such materials.

Teachers must teach in the same language that their students use and understand. These language skills, coupled with pedagogical content knowledge and instructional approaches, are essential for providing effective reading instruction.

When the COVID-19 pandemic swept around the world in March 2020, education moved online. Implementing successful digital education strategies became paramount.

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.

The MEERS program is a four-year activity that supports data collection, data analysis, research, training, and capacity building related to the most pressing education issues in the Middle East and North Africa (MENA) region.