The impact of an inclusive education intervention on learning outcomes for girls with disabilities within a resource-poor setting

African Journal of Disability


 
 
Field Value
 
Title The impact of an inclusive education intervention on learning outcomes for girls with disabilities within a resource-poor setting
 
Creator Carew, Mark Deluca, Marcella Groce, Nora Fwaga, Sammy Kett, Maria
 
Subject education; international development inclusive education; gender; disability; poverty; Kenya
Description Background: Despite a global commitment to the right to education for persons with disabilities, little is known about how to achieve inclusive education in practice, particularly in low- and middle-income countries (LMICs), where the majority of the world’s people with disabilities reside. Moreover, although exclusion from education is magnified by intersecting gender and socioeconomic inequalities, there is especially little knowledge regarding what approaches to inclusive education are effective amongst girls with disabilities living in resource-poor settings.Objectives: The objective of this article was to assess the impact of an inclusive education intervention led by a non-governmental organisation (NGO) on the educational attainment of girls with disabilities in the resource-poor Lakes region of Kenya.Method: A quasi-experimental design was employed, where the literacy and numeracy educational attainment of the intervention and control groups was compared over two time points a year apart (Time 1 and Time 2; total matched N = 353). During this period, activities pertaining to six core components of a holistic inclusive education model were implemented.Results: Relative to the control group, girls with disabilities in the intervention group reported a greater increase in literacy and numeracy attainment, adjusted for grade and level of functional difficulty.Conclusion: Findings suggest that the intervention was successful in engendering additional improvements in the educational attainment of girls with disabilities from the resource-poor Lakes region of Kenya. Results highlight both the applicability of NGO-led interventions in settings, where national implementation of inclusive education is constrained, and the potential of taking such interventions to scale.
 
Publisher AOSIS
 
Contributor Department for International Development
Date 2020-05-13
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — quasi-experimental assessment of an intervention
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajod.v9i0.555
 
Source African Journal of Disability; Vol 9 (2020); 8 pages 2226-7220 2223-9170
 
Language eng
 
Relation https://ajod.org/index.php/ajod/article/view/555/1351 https://ajod.org/index.php/ajod/article/view/555/1350 https://ajod.org/index.php/ajod/article/view/555/1352 https://ajod.org/index.php/ajod/article/view/555/1349
 
Coverage Kenya — Girls with disabilities
Rights Copyright (c) 2020 Mark Carew, Marcella Deluca, Nora Groce, Sammy Fwaga, Maria Kett https://creativecommons.org/licenses/by/4.0