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.

In recent years, there has been a paradigm shift in the way we perceive disability.

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.

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.

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.