What does it mean to be a teacher with disabilities in India’s mainstream schools? This question guided a recently-completed pan-India study. Our goal was simple, but urgent: to listen to and amplify the voices of teachers with disabilities, whose realities remain largely invisible in education debates and policy.
The third Global Disability Summit takes place this week in Berlin, and policymakers, educators, and civil society actors attending will reflect on the progress made in making education more inclusive, and what challenges remain to be tackled.
Since 2018, the two Global Disability Summits have provided a strong platform to amplify the voices of persons with disabilities. These events have each attracted over 200 stakeholder groups to advocate for disability inclusion in development cooperation.
Climate vulnerability creates varied experiences especially across marginalised groups. Women living in poverty and refugees, for example, face greater vulnerabilities due to climate crises. Another such group is persons with disabilities.
Debates on inclusive education tend to overlook the need for diversity in the education workforce, particularly in relation to employment of teachers with disabilities in mainstream schools. The Education Commission’s 2019 Transforming the Education Workforce report highlighted, ‘inequities in the workforce itself are rarely recognized or addressed in the design,…
Aspirations, hopes and dreams for the future can be important predictors for achieving financial and other success in adulthood. For girls with disabilities, socially constructed beliefs on gender and disabilities may negatively impact attributes such as self-efficacy, aspirations for the future and conceptualisations of success. Yet, few studies have explored…
This blog was written by Dr Niraj Poudyal, The School of Arts, Kathmandu University (Nepal); Professor Nidhi Singal, Faculty of Education, University of Cambridge (UK); and Dr Shruti...
This blog was written by Dr Shruti Taneja-Johansson, Department of Education and Special Education, University of Gothenburg (Sweden); Professor Nidhi Singal, Faculty of Education,...