Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia

Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family’s ability to pursue educational opp...

Full description

Bibliographic Details
Main Author:	World Bank
Format:	Report
Language:	English en_US
Published:	Washington, DC 2022
Subjects:	DISABILITY CHILDREN WITH DISABILITIES INCLUSIVE LEARNING EXPERIENCE ASSISTIVE DEVICES COMMUNITY INFRASTRUCTURE BARRIER-FREE SOCIAL PROTECTION TARGETED OUTREACH AWARENESS-RAISING
Online Access:	http://documents.worldbank.org/curated/en/099750009022211789/P16644506943f904b0ae3b0bde58cc8663a http://hdl.handle.net/10986/37967

id	okr-10986-37967
recordtype	oai_dc
spelling	okr-10986-379672022-09-07T05:10:41Z Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia World Bank DISABILITY CHILDREN WITH DISABILITIES INCLUSIVE LEARNING EXPERIENCE ASSISTIVE DEVICES COMMUNITY INFRASTRUCTURE BARRIER-FREE SOCIAL PROTECTION TARGETED OUTREACH AWARENESS-RAISING Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family’s ability to pursue educational opportunities on par with their peers without disabilities. This study aimed to understand what key determinants beyond school-based factors shaped the experiences of children with disabilities and their families’ ability to support their educational participation in primary school through case studies in Rwanda, Sierra Leone, and Zambia. The report also includes findings from a short regional survey of parents’ and caregivers’ perceptions across Sub-Saharan Africa. The study explored factors such as: (1) parental aspirations and involvement in their child’s education; (2) stigma and attitudes about children with disabilities; (3) access to necessary supports such as assistive devices, learning materials, and personal assistance; (4) additional and out-of-pocket costs borne by families to support the educational participation of children with disabilities as compared to children without disabilities; (5) accessibility of community infrastructure and transportation; and (6) financial resources and government benefits available to families to support their child’s education. 2022-09-06T20:28:10Z 2022-09-06T20:28:10Z 2022-09 Report http://documents.worldbank.org/curated/en/099750009022211789/P16644506943f904b0ae3b0bde58cc8663a http://hdl.handle.net/10986/37967 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Economic & Sector Work Economic & Sector Work :: Other Education Study Africa Rwanda Sierra Leone Zambia
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	DISABILITY CHILDREN WITH DISABILITIES INCLUSIVE LEARNING EXPERIENCE ASSISTIVE DEVICES COMMUNITY INFRASTRUCTURE BARRIER-FREE SOCIAL PROTECTION TARGETED OUTREACH AWARENESS-RAISING
spellingShingle	DISABILITY CHILDREN WITH DISABILITIES INCLUSIVE LEARNING EXPERIENCE ASSISTIVE DEVICES COMMUNITY INFRASTRUCTURE BARRIER-FREE SOCIAL PROTECTION TARGETED OUTREACH AWARENESS-RAISING World Bank Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
geographic_facet	Africa Rwanda Sierra Leone Zambia
description	Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family’s ability to pursue educational opportunities on par with their peers without disabilities. This study aimed to understand what key determinants beyond school-based factors shaped the experiences of children with disabilities and their families’ ability to support their educational participation in primary school through case studies in Rwanda, Sierra Leone, and Zambia. The report also includes findings from a short regional survey of parents’ and caregivers’ perceptions across Sub-Saharan Africa. The study explored factors such as: (1) parental aspirations and involvement in their child’s education; (2) stigma and attitudes about children with disabilities; (3) access to necessary supports such as assistive devices, learning materials, and personal assistance; (4) additional and out-of-pocket costs borne by families to support the educational participation of children with disabilities as compared to children without disabilities; (5) accessibility of community infrastructure and transportation; and (6) financial resources and government benefits available to families to support their child’s education.
format	Report
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
title_short	Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
title_full	Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
title_fullStr	Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
title_full_unstemmed	Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
title_sort	understanding multidimensional determinants of disability-inclusive education : lessons from rwanda, sierra leone, and zambia
publisher	Washington, DC
publishDate	2022
url	http://documents.worldbank.org/curated/en/099750009022211789/P16644506943f904b0ae3b0bde58cc8663a http://hdl.handle.net/10986/37967
_version_	1764488222269767680

Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia

Similar Items