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.

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.
 

The first three principles of the Accelerated Education: 10 Principles for Effective Practice focus on creating a flexible, inclusive environment for every student to help achieve the program’s goals.

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.

In an effort to improve the quality of life for youth in the Western Highlands of Guatemala—as measured by employment, education, development assets and hopefulness indicators—USAID funded Puentes.

As many as 93 million to 150 million primary and lower secondary-school age children with disabilities in developing countries are out of school; they are less likely to enroll and complete a full cycle of basic education.