Learning

The following retrospective focuses on systems strengthening initiatives that exist across global organizations, within sectors at USAID, and then more specifically in education programs in Africa.

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.

When developing and implementing disability inclusive education programs, it is incumbent upon practitioners to understand the nuances of disability, as well as the resources required for quality and equitable education for learners with disabilities.

USAID education staff and partners are often called upon in their work to explain, advocate for, or defend USAID’s education sector programmatic and funding priorities.

In the context of education programming, several related terms exist to communicate about the needs of learners with disabilities. What follows is a glossary to aid practitioners in understanding the nuances of disability.