Something as simple as providing a supportive environment can make a big difference in the education of children with disabilities, according to a recent article by Mark Waltham on the UNICEF blog. The article goes on to talk about how children with disabilities are more likely to be excluded from school that their peers without disabilities and that they are less likely to complete primary or secondary education.
The article describes how UNICEF, in collaboration with the Washington Group on Disability Statistics, has developed a module that enables governments to collect better data on children with disabilities. Launched in 2016, the module is currently being used in more than 20 countries. For further information, read the complete article.
A separate article by Eleni Papakosta on the Global Partnership for Education’s (GPE) blog describes how GPE, working in collaboration with UNESCO and UIS, is trying to gather more and better data on children with disabilities to ensure that governments take them into account when making education plans. The article notes that a recent GPE study on disability and inclusive education in 51 GPE partner countries documented progress but identified the need for data regarding the education of children with disabilities as a high priority. To learn more, read the full article.
Note: Watch for the launch of Literacy for All: How to Use Universal Design for Learning to Promote Literacy Skills for Students with Disabilities in September. Prepared by USAID’s Reading within Reach (REACH) project and the Global Reading Network, this groundbreaking toolkit emphasizes that all children with disabilities can learn to read and should have equal access to quality literacy instruction.