Learning

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.

Kibera is the largest slum in Africa and KCEO’s Young Mothers Incubation Program has served over 200 women with disabilities, empowering them to be active in their communities through entrepreneurship and advocacy.

Soma Umenye, a USAID reading project, teamed with the Ministry of Education (MINEDUC) and the Rwanda Education Board (REB) to lead a three-day workshop for more than 60 stakeholders and partners.

Let’s look at six ways USAID’s Higher Education programming in the timeframe of the Higher Education Landscape Analysis was inclusive of marginalized or vulnerable populations.
 

Los siguientes consejos pueden ayudar a utilizar las preguntas del cuestionario breve elaborado por el grupo de Washington (Cuestionario WG) en la recopilación de datos sobre personas con discapacidad.

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.