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School and classroom disabilities inclusion guide for low- and middle-income countries

Citation

Bulat, J., Hayes, A. M., Macon, W., Ticha, R., & Abery, B. H. (2017). School and classroom disabilities inclusion guide for low- and middle-income countries. (RTI Press Publication; No. OP-0031-1701). Research Triangle Park, NC: RTI Press. DOI: 10.3768/rtipress.2017.op.0031.1701

Abstract

Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all children in quality education, including children with various types of disabilities or other learning challenges—has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.

Author Details

Jennae Bulat

Jennae Bulat, PhD, directs the Teaching and Learning team in the International Development Group at RTI International.