Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys

Abstract

Recent study shows that 617 million children and adolescents–or six out of 10 globally- are not acquiring minimum levels in literacy and mathematics, indicating the magnitude of the learning acquisition problem. For children with disabilities in context of conflict, the situation is arguably even worse: the literature shows that they face difficulties to access the education system due to multiple barriers, and when they do access, they are not learning. Our paper examines if an active education policy promoting inclusion since 2005 in Afghanistan, a protracted crisis context, has been effective. Using two cross sectional household surveys carried out eight years apart (2005–2013), our study shows that access to school and literacy did not improve between 2005 and 2013 for children and youth with disabilities. Both access and literacy outcomes were worse for girls with disabilities, those with a mental, learning or associated disability and those living in household where the head was uneducated. Finally, odds of being mentally distressed significantly declined between 2005 and 2013 indicating that schools might play a protective role for children with disabilities in Afghanistan. Our findings suggest that a multilevel multi-pronged adaptation of the existing system to improve the learning experience and promote children’s resilience, particularly for children with disabilities, in conflict context such as Afghanistan, is required.

Describing adolescents with disabilities’ experiences of COVID-19 and other humanitarian emergencies in low- and middle-income countries: a scoping review

“…Thirteen studies used qualitative methods [ 20 , 22 , 25 , 27 , 28 , 30 , 31 , 33 , 34 , 38 , 43 , 44 , 48 ], five used quantitative methods [ 19 , 21 , 29 , 40 , 46 ]. Twelve studies used mixed methods [ 23 , 26 , 32 , 35–37 , 39 , 41 , 42 , 45 , 47 , 49 ].…”

“…Four studies collected data only from parents, caregivers, support staff and teachers [ 30 , 40 , 43 , 50 ], and seven studies collected data only from adolescents with disabilities [ 20 , 21 , 26 , 28 , 33 , 38 , 39 ]. Eighteen studies engaged with adolescents with disabilities and their caregivers [ 19 , 22 , 23 , 25 , 27 , 29 , 31 , 32 , 34 , 36 , 37 , 42 , 44–49 ]. There was only one study that did not clearly state the research population [ 35 ].…”

“…Ten studies examined the experience of adolescents with disabilities in conflict and displacement settings prior to the pandemic. Six were in settings of conflict and internal displacement [ 19 , 29–31 , 46 , 48 ] and four in conflict and/or refugee settings [ 25 , 27 , 28 , 37 ]. The studies in conflict and refugee settings used the same dataset, with one study focused on research methods [ 28 ].…”

Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design

“…Teaching mathematics to all students means providing learning opportunities for each and every student, including students with learning disabilities or gifted, behavioral issues, different cultural backgrounds, language barriers, and physical disabilities. Despite this commitment, certain segments of the student population are not well represented among those who succeed in school mathematics [13,14]. While "teaching mathematics for all" is an urgent agenda, the question remains how well preservice teachers are prepared to work with students with special needs [15].…”

Access to Services from Persons with Disabilities in Afghanistan: Is Community Based Rehabilitation Making a Difference?

“…Persons with disabilities in Low-and Middle-Income Countries (LMICs) have been marginalised, enduring a level of multipronged difficulties in all spheres of life that no other social group has encountered [1]. Existing evidence points to higher levels of poverty [2,3] and undernutrition [4], food insecurity and poor access [5], a worse health status [6], scarce access to healthcare and rehabilitation services [7,8], less availability of safe water and sanitation [9], a lower access to quality education [10][11][12][13], poor employment opportunities [14][15][16], and a higher risk of social and political exclusion [17][18][19]. As a result, meeting the sustainable development goals for persons with disabilities and the promotion of the "full and equal enjoyment of all human rights and fundamental freedoms" for persons with disabilities envisioned by the 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in its article 1, require both the mainstreaming of disability in development initiatives and the mobilisation of extra resources to implement programs that can make a difference in LMICs [20].…”