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Formative Evaluation of Inclusive Education for Children with Disabilities
Overview
Since the passage of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006, many international donors, non-governmental organizations, and local governments globally have endeavored to ensure that all children, including children with disabilities, have the right to access a quality and equitable education. In particular, the CRPD and its accompanying General Comment 4 clearly establish guidelines for the appropriate inclusive education for children with disabilities in mainstream, local community schools with their same-aged peers. The call for inclusive education was reinforced through Sustainable Development Goal Four, which calls for “inclusive and equitable quality education.” While these policies have worldwide support, there is limited research to date that examines the global implementation of the disability-inclusive education
Amidst this broad global momentum, UNICEF has similarly endeavored to ensure that its support to inclusive education in nations around the world aligns with the CRPD and provides the best possible outcomes for children with disabilities in terms of both access and quality.
Since inclusive education for children with disabilities was featured prominently in Strategic Plan, 2014-2017 and associated reporting, this formative evaluation will interrogate whether UNICEF is implementing the right set of interventions and whether activities that contribute to the inclusive education and disability outcomes are being implemented as intended.
Report Details
| Year Published | |
| Type | |
| Joint | No |
| Partner/s | N/A |
| Consultant name | |
| Agency Focal Point | Asma Maladwala |
| Focal Point Email | amaladwala@unicef.org |
| Managed by Independent Evaluation Office | No |
| Geographic Scope | Country |
| Country/ies |
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Formative Evaluation of Inclusive Education for Children with Disabilities
