Relevant bibliographies by topics / People with disabilities – Education – Nigeria

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'People with disabilities – Education – Nigeria'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "People with disabilities – Education – Nigeria"

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Obiakor, Festus E., and Michael O. Afọláyan. "Analysis and Opinion: Building Paradigms for the Change of Special Education in Nigeria." Journal of International Special Needs Education 15, no. 1 (January 1, 2012): 44–55. http://dx.doi.org/10.9782/2159-4341-15.1.44.

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Traditionally, colonization and other societal problems such as cultural attitudes and beliefs, negative perceptions, lack of funding, poor teacher education as well as a lack of significant viable legal mandates have culminated to hindering opportunities to help all persons with disabilities in Nigeria. To this end, the article proposes intentional and proactive policy change that the government of Nigeria must embark upon so as to build paradigms that deviate from its current passive attitude to active engagement and conscious support for its people with disabilities.
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ELEWEKE, Jonah, and Gabriel SOJE. "CHALLENGES OF EMPOWERING PEOPLE WITH DISABILITIES IN NIGERIA FOR NATIONAL DEVELOPMENT." Journal of Special Education and Rehabilitation 3-4, no. 17 (January 1, 2016): 122. http://dx.doi.org/10.19057/jser.2016.14.

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Alade, Eunice B. "Community-based vocational rehabilitation (CBVR) for people with disabilities: experiences from a pilot project in Nigeria." British Journal of Special Education 31, no. 3 (September 1, 2004): 143–49. http://dx.doi.org/10.1111/j.0952-3383.2004.00345.x.

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Olaleye, Adeniyi O., Olayinka A. Anoemuah, Oladapo A. Ladipo, Grace E. Delano, and Grace F. Idowu. "Sexual behaviours and reproductive health knowledge among in‐school young people with disabilities in Ibadan, Nigeria." Health Education 107, no. 2 (February 27, 2007): 208–18. http://dx.doi.org/10.1108/09654280710731566.

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N. E., Andrew-Essien, and Ojule I. N. "Health-Related Quality of Life of People with Physical Disability in South-South, Nigeria." International Journal of Innovative Research in Medical Science 5, no. 11 (November 21, 2020): 542–49. http://dx.doi.org/10.23958/ijirms/vol05-i11/985.

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Background: The global increase in non-communicable diseases and increased aging of most populations is projected to have a profound effect on the overall prevalence of disability. Quality of life is a concept that has become fundamental to assessing life and living of all individuals more so for people with disabilities. In this study, we focused on assessing the quality of life of persons with mobility disabilities in Rivers State, Nigeria, identifying factors that influence their quality of life from their perspective. Materials and Methods: A descriptive, cross-sectional design was used in conducting this study among 179 subjects with a physical disability, specifically mobility impairment. The inclusion criterion was all persons with a physical disability. Exclusion criteria were children (0-17 years) with any form of disability, persons with intellectual, visual and hearing impairments. We used a Two-Stage sampling process using a computerized random number generator. The study tool was the (7) WHOQOL - BREF questionnaire which was both self and interviewer-administered. Data were analyzed using both descriptive and inferential statistics. Significance was set at P≤0.05. Results: The lowest and the highest mean scores of WHOQOL-BREF domains were found for the social relationships domain (Mean = 10.58) and the environmental health domain (Mean = 23.52), respectively. The mean age of respondents was 38.49 ± 10.89years. Respondents ≤34 years of age had a higher mean overall QoL scores (2.71 ± 1.04) than those above 34 years (2.57 ± 1.10). A significance was observed between age and physical health. Education years was significantly associated with two domains (psychological and environment), Employment status was associated with two domains (psychological and social relationships), and the onset of disability associated with the psychological domain (p<0.05). Conclusion: Quality of life was relatively low across the four health-related domains, with the social relationship domain recording the lowest mean QoL scores. The factors that had significant positive relationships with various domains of quality of life were level of education, gender, age, occupation and activities of daily living. In Nigeria, disability status is still largely absent from routine data collection. This study adds to bridging the gap in evidence-based research on disability.
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Ajayi, Julius, Remi Aworemi, Christopher Wojuade, and Toyin Adebayo. "Problems Affecting the Accessibility of Physically-Challenged Individuals to Intermediate Public Transport Services in Oyo State, Nigeria." Logistics & Sustainable Transport 11, no. 1 (February 1, 2020): 114–20. http://dx.doi.org/10.2478/jlst-2020-0008.

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AbstractThe greatest challenge of physically-challenged individuals is mobility, thereby making access to public transportation essential to independent living for these individuals. The study was conducted in Oyo State. Multistage sampling method comprising purposive and simple random sampling was used to select a sample size of 226 students from three special education centres in the state. Findings revealed that factors such as operators’ impatience/discrimination, waiting time and lack of assistance were major problems that affects accessibility to IPTs. Furthermore, results showed that difficulties experienced by the physically-challenged individuals differ significantly by the nature of disability as evidenced by a chi-square value of 37.218, p<0.05. It was therefore recommended that government should listen more to these transport disadvantaged people living with disabilities and integrate their concerns/suggestions in the design, implementation and monitoring of transport infrastructure and services as well as providing sustainable transport means to their transport challenges.
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Adisa, O., and R. Asuelime. "COVID-19 Mutual Disabilities in Edo State Gubernatorial Electoral Process." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 206–12. http://dx.doi.org/10.6000/2292-2598.2021.09.02.7.

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The conduct of elections in Nigeria is generally associated with manipulation, which has often undermined the credibility and fairness of the process since the country gained its independence. COVID-19 poses a very serious challenge to the electoral process, considering the nature of the disease, which has led to the promotion of limited physical interaction as an approach to mitigate its transmission and safeguard the health of the people while at the same time impacting negatively on state's electoral justice. While elections remain a key factor to the attainment of political positions in a democratic setting globally, several scholars and media reports have made attempts to assess the political intrigues in the state of Edo as a result of the tense atmosphere created by political gladiators. The use of the pandemic and various forms of propaganda to destabilise the camp of perceived opponents with the aim of winning public support are notable strategies employed by the main contending political parties and their candidates as the election approaches. Therefore, this article evaluates the impediments and political manoeuvrings in the electoral process in the state of Edo, considering the increasing number of corona-virus infections, the country's frail electoral system, and the desire to maintain credible democratic consolidation in the country.
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Kato, Yoshiro. "Continuing education for people with disabilities." Journal of Human Environmental Studies 12, no. 2 (2014): 169–76. http://dx.doi.org/10.4189/shes.12.169.

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Herz, S. E. "Violence against people with disabilities." Academic Medicine 74, no. 10 (October 1999): 1058–60. http://dx.doi.org/10.1097/00001888-199910000-00004.

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Maurya, Priyanka. "Technology Supported Education for People with Disabilities." TechnoLearn: An International Journal of Educational Technology 7, no. 1and2 (2017): 35. http://dx.doi.org/10.5958/2249-5223.2017.00004.3.

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Dissertations / Theses on the topic "People with disabilities – Education – Nigeria"

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Ogunrinu, Thomas B. (Thomas Bode). "A Systematic Analysis and Critical Comparison of the Educational Provision for Students in Nigeria with the Available Educational Opportunity for Handicapped Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332313/.

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The problem of the study was the inadequate education of handicapped students in Nigeria. The primary purpose of the study was to develop a construct based on the United States models and research on special education, and to compare educational provisions for Nigerian students with the available educational opportunity for handicapped students. In order to achieve the stated objectives of the study, two methodological approaches were utilized: (1) Likert scale for opinion questionnaires, and (2) personal interviews. Both of these instruments included demographic information about the participants. The questionnaire was categorized into three areas (differences between educational opportunities for non-handicapped and handicapped students, formal learning opportunities for handicapped Nigerian students, and factors for being attentive or not being attentive to special education). The interview instrument focused on special education constraints, responsibility for special education provision, and improvement in education for the handicapped. Based on the findings of the study, the following conclusions were reached. 1. Handicapped Nigerian students do not have equal educational opportunities, as compared to non-handicapped students. Therefore, equal instructional opportunities should be provided for handicapped and non-handicapped students. 2. The federal and state governments of Nigeria should be financially responsible for special education. Therefore, the administration of special education must be taken over from private organizations. 3. Lack of funds, personnel and specialists, equipment, and adequate facilities hinders education for the handicapped in Nigeria. In order to improve education for the handicapped, therefore, the following provisions should be made: (1) build more schools, (2) train more specialists, (3) make funds available for special education, (4) provide more facilities and equipment, (5) intensify efforts in early detection of handicaps in children, and (6) educate parents on the importance of special education.
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Ugwoegbu, Edmund Ugochukwu. "Revitalization of Nigeria - equal access: A case study on people with disabilities in Nigeria." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106930.

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Isola, Ayodele Alexander. "Attitudes towards and beliefs about people with disabilities in Nigeria." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526941.

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This thesis investigates attitudes towards and beliefs about people with disabilities in Nigeria. The thesis seeks to understand why disabled persons have been marginalized in Nigeria, by even their own parents/guardians and relatives, simply because they are disabled. The thesis identifies culture as the main source of these beliefs and attitudes and shows how deeply engrained are negative attitudes to the disabled in Nigerian culture and society. The impact on disabled people is great; such as the ways in which disabled persons assess themselves, which hampers their ability to achieve as much as their able-bodied counterparts in their respective communities. The research took a broadly qualitative approach. To collect data, I interviewed and administered questionnaires to disabled students, non-disabled students, the parents of disabled children and adults and those parents that do not have disabled children, government officials and teachers, including the retired and those that were still in the service, at both federal and state levels. The main purpose of the research is to discover the source of negative attitudes towards and beliefs about people with disabilities. Through this research, the reasons behind the above mentioned problems confronting people with disabilities have been traced to the Nigerian culture. This cuts across the social, ethnic and religious stratification of the society despite being addressed by policy at each of the three tiers of Government that exist in Nigeria. Recommendations for enhancing the impact of policy are made.
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Holler, Jan R. "Post-school transition differences between male and female special education graduates /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7566.

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Fields, Danelle. "Psychology Trainee Attitudes Toward People with Disabilities." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367232111.

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Gilderthorp, Rosanna. "Sports participation for people with intellectual disabilities." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13719/.

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There is little literature that explains the relationship between intellectual disability (ID) and physical and sensory disabilities. A review conducted in 1987 indicated increased prevalence of physical health problems amongst people with ID (McLaren & Bryson, 1987). The current classification system used by the International Federation for Para Athletes with Intellectual Disability (INAS) does not take into account any relationship between ID and physical or sensory disabilities . The present study aimed to provide evidence to enable INAS to address the potential inequalities in the classification system and to add to understanding of the relationship between ID and physical and sensory disability. Participants (N=111) were recruited from regional and international sporting events for people with ID. IQ measurements were gained either from records or by administration of an assessment. All participants, with a trusted adult, were administered a semi-structured health interview. Findings indicated a weak negative correlation between IQ and additional physical disability. The data also suggested that level of additional physical disability negatively predicts athletic performance and there is some limited support for the suggestion that IQ positively predicts performance. The findings have implications for INAS and health/social care services.
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Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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Paul, Heidi. "Attitudes of Graduate and Undergraduate Students Toward People with Disabilities." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194291.

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This study was done for the purpose of determining if the amount of contact and type of contact someone has with a person with a disability effects attitudes toward people with disabilities. The MIDS (Modified Issues in Disability Scale) was administered to one-hundred and seventy graduate and undergraduate students to determine current attitudes toward people with disabilities. In addition, these students were asked to answer demographic questions along with questions regarding the amount and type of contact they have had with a person with a disability. A two-way ANOVA was administered to determine if there was a relationship between the amount of contact and type of contact and attitude scores. Significance was found for both the time spent and the type of contact. More positive attitudes were found in work relationships and spending a moderate amount of time with a person with a disability. Less positive attitudes were found when no time was spent and there was no relationship with a person with a disability
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Asagba, Kelly C. "Sex education for people with autistic spectrum disorder and learning disabilities." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16207/.

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Research suggests that individuals with autistic spectrum disorder (ASD) and learning disabilities (LD) experience difficulties in developing meaningful intimate relationships, and mainstream sex education is not adapted to meet their needs. However, ASD and LD frequently co-occur (ASD-LD), and findings suggest this population have unique needs, compared to those with ASD and LD. There is a paucity of research on how sex education should be adapted for individuals with ASD-LD. This study aimed to explore the views of 21 health and social care professionals, experienced in delivering sex education for adults with ASD-LD, on which characteristics of adults with ASD-LD should be considered when providing sex education, and what adaptations to sex education are thus required. To seek whether a group consensus between professionals could be gained, an electronic, three round, Delphi method was used. Findings showed that professionals agreed on the unique characteristics of adults with ASD-LD, and the various adaptations to sex education required, which differed for adults with ASD and LD. The most important characteristics and adaptations primarily related to; communication needs, cognitive and executive functions, social impairments, and sensory needs. The clinical and research implications of the findings are presented.
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Joseph, Lynn Marie. "Integrated employment for all: the business perspective on hiring people with disabilities." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1560441673184358.

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Books on the topic "People with disabilities – Education – Nigeria"

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Andzayi, Charity A. Introduction to programmes and services for children with special needs in Nigeria. Jos: Dept. of Special Education, University of Jos, 2003.

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Kaye, H. Stephen. Education of children with disabilities. [Washington, DC: U.S. Dept. of Education, National Institute on Disability and Rehabilitation Research], 1997.

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Oyebola, Moji. Rehabilitating the disabled in Nigeria. Ibadan, Nigeria: Laytal Communications, 1997.

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Foster, Rebecca, and Lerverne Barber, eds. Physical Education for Young People with Disabilities. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804.

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Jayeola-Omoyeni, M. S. Educating people of geo-cultural and socio-economic diversities in Nigeria. Nigeria: s.n., 2000.

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The acorn people. New York: Bantam Books, 1990.

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Lamle, Elias Nankap. Essentials of traditional education in Nigeria: A synthetic model. Jos, Nigeria: Designed and produced by Crossroads Media Services, 1996.

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Buys, Nicholas. Vocational education and training for people with disabilities. Leabrook, SA, Australia: NCVER, 1999.

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Egbebike, A. N. Special education for handicapped children in Nigeria: With emphasis on the mentally retarded. Uruowulu-Obosi, Anambra State, Nigeria: Pacific Publishers, 1993.

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Ihenacho, Izuka John. Introduction to special education in Nigeria: Historical and sociological perspectives. [Jos, Plateau State, Nigeria: 3 Division Printing Press Ltd., Air-tight Security and Commercial Printers, 1985.

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Book chapters on the topic "People with disabilities – Education – Nigeria"

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Peters, Susan J. "Inequalities in Education for People with Disabilities." In Inequality in Education, 149–71. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-90-481-2652-1_6.

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Mavrou, Katerina. "Assisting People with Physical Disabilities Through Technology." In Encyclopedia of Education and Information Technologies, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_144-1.

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Mavrou, Katerina. "Assisting People with Physical Disabilities Through Technology." In Encyclopedia of Education and Information Technologies, 130–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_144.

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Konnerup, Ulla. "Inclusive Digital Technologies for People with Communication Disabilities." In The Digital Turn in Higher Education, 193–208. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-19925-8_14.

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Foster, Rebecca, and Lerverne Barber. "Introduction." In Physical Education for Young People with Disabilities, 1–16. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-1.

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Beaman-Evans, Charlotte. "Outdoor and adventurous activities." In Physical Education for Young People with Disabilities, 118–56. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-6.

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Broughton, Karen, and Lerverne Barber. "Gymnastics." In Physical Education for Young People with Disabilities, 94–117. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-5.

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Foster, Rebecca. "Athletics." In Physical Education for Young People with Disabilities, 17–38. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-2.

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Beaman-Evans, Charlotte, Karen Broughton, Rebecca Foster, Polly Lasota, Richard Pepperell, and Karen Williams. "Games." In Physical Education for Young People with Disabilities, 66–93. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-4.

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Barber, Lerverne. "Dance." In Physical Education for Young People with Disabilities, 39–65. First edition. | Abingdin, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003082804-3.

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Conference papers on the topic "People with disabilities – Education – Nigeria"

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Pervova, Irina. "HIGHER EDUCATION FOR PEOPLE WITH DISABILITIES IN RUSSIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0458.

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Klimova, Tatyana V. "Developing Communicative Competence To Support People With Disabilities." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.45.

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Mora-Lezcano, V., J. Porras-Fernandez, A. Gomez-Blanco, and M. Chacon-Rivas. "EULER - Mathematical Editor for People with Visual Disabilities." In 2019 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2019. http://dx.doi.org/10.1109/contie49246.2019.00044.

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Trębicka-Postrzygacz, Beata, Agnieszka Roguska, and Alicja Antas-Jaszczuk. "FROM EXCLUSION TO INCLUSION OF PEOPLE WITH DISABILITIES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0211.

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Tsikinas, Stavros, and Stelios Xinogalos. "Designing effective serious games for people with intellectual disabilities." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363467.

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Fajari, Muslikhah Norma, and Rina Herlina Haryanti. "Labour Market for People with Disabilities - Exclusion or Inclusion?" In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007103206330639.

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Trichkov, Ivan. "SOCIAL ACCEPTANCE AND SOCIAL ATTITUDES TOWARDS PEOPLE WITH DISABILITIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0463.

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Delgado-Quesada, Gabriela, Josue Porras-Fernandez, Karla Araya-Orozco, and Mario Chacon-Rivas. "Good Practices in Usability Testing on People with Disabilities." In 2019 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2019. http://dx.doi.org/10.1109/contie49246.2019.00043.

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Ribate, Maria Pilar, Laura Lomba, Estela Sangüesa, Julia Concha, Francisco Les, Estefanía Zuriaga, Cristina Belén García, and Beatriz Giner. "IMPROVING GREEN PHARMACY COMPETENCES OF PEOPLE WITH ID (INTELLECTUAL DISABILITIES)." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1229.

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Kozáková, Zdenka, and Petra Hermanová. "SELECTED ASPECTS OF SEXUAL EDUCATION OF PEOPLE WITH INTELLECTUAL DISABILITIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1804.

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Reports on the topic "People with disabilities – Education – Nigeria"

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Thompson, Stephen, Shadrach Chuba-Uzo, Brigitte Rohwerder, Jackie Shaw, and Mary Wickenden. “This Pandemic Brought a Lot of Sadness”: People with Disabilities’ Experiences of the COVID-19 Pandemic in Nigeria. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/if.2021.008.

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This qualitative study was undertaken as part of the work of the Foreign, Commonwealth and Development Office (FCDO) funded Inclusion Works programme which aims to improve inclusive employment for people with disabilities in four countries: Uganda, Kenya, Nigeria, Bangladesh. When the COVID-19 pandemic emerged early in 2020 the work of this consortium programme was adapted to focus on pandemic relief and research activities, while some other planned work was not possible. The Institute of Development Studies (IDS) led a piece of qualitative research to explore the experiences and perceptions of the pandemic and related lockdowns in each country, using a narrative interview approach, which asks people to tell their stories, following up with some further questions once they have identified their priorities to talk about. 10 people with disabilities who were involved in Inclusion Works in each country were purposively selected to take part, each being invited to have two interviews with an interval of one or two months in between, in order to capture changes in their situation over time. The 10 interviewees had a range of impairments, were gender balanced and were various ages, as well as having differing living and working situations.
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Wickenden, Mary, Brigitte Rohwerder, Jackie Shaw, Stephen Thompson, and Eric Wakoko. “The Situation has Exposed Persons with Disabilities to Double Edged Pain”: People with Disabilities’ Experiences of the COVID-19 Pandemic in Uganda. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/if.2021.009.

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This qualitative study was undertaken as part of the work of the Foreign, Commonwealth and Development Office (FCDO) funded Inclusion Works programme which aims to improve inclusive employment for people with disabilities in four countries: Uganda, Kenya, Nigeria, Bangladesh. When the COVID-19 pandemic emerged early in 2020 the work of this consortium programme was adapted to focus on pandemic relief and research activities, while some other planned work was not possible.
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Wickenden, Mary, Wickenden, Mary, Brigitte Rohwerder, Jackie Shaw, Stephen Thompson, and Eric Wakoko. “The Situation has Exposed Persons with Disabilities to Double Edged Pain”: People with Disabilities’ Experiences of the COVID-19 Pandemic in Uganda. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/if.2021.010.

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This qualitative study was undertaken as part of the work of the Foreign, Commonwealth and Development Office (FCDO) funded Inclusion Works programme which aims to improve inclusive employment for people with disabilities in four countries: Uganda, Kenya, Nigeria, Bangladesh. When the COVID-19 pandemic emerged early in 2020 the work of this consortium programme was adapted to focus on pandemic relief and research activities, while some other planned work was not possible.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Montefusco, Maria, and Kai Koivumäki. Nordic indicators for cooperation on disability – Monitoring the implementation of UNCRPD and Agenda 2030. Edited by Christina Lindström. Nordens välfärdscenter, June 2021. http://dx.doi.org/10.52746/ovbi5427.

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No person with a disability shall be left behind. This report presents suggested indicators for monitoring the implementation of the UN Convention on the Rights of Persons with Disability and Agenda 2030 in the Nordic region. The vision of the Nordic cooperation is to become the most integrated and sustainable in the world by 2030. The vision mirrors the sustainable development goals of Agenda 2030, according to which no-one shall be left behind. Persons with disabilities have the right to inclusion, and the Nordic countries monitor the developments of living conditions for persons with disabilities. All countries have also ratified the Convention on the rights of persons with disabilities and have high ambitions with regard to Agenda 2030. Throughout the region we face similar challenges concerning inclusion. Participation is not equal, not in employment, nor in education, economy, or health. But to improve this we need to see it. Even if a set of indicators is not the only way forward, they can help us measure if we are on the right track. In this report, we suggest a set of indicators that could be developed further and used to follow the developments towards inclusion and measure living conditions. By developing such a set of comparable indicators in the Nordic countries, we can see whether the countries separately and collectively follow the intentions of the UNCRPD to improve the living conditions of people with disabilities. The indicators are also an aid in the work to identify whether we are working correctly to achieve the Agenda 2030 targets.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the global workforce (currently around 3.3 billion). Particularly in low- and middle-income countries, hard-hit sectors have a high proportion of workers in informal employment and workers with limited access to health services and social protection. Economic contractions are particularly challenging for micro, small, and medium enterprises to weather. Reduced working hours and staff reductions both increase worker poverty and hardship. Women, migrant workers, and youth form a major part of the workforce in the informal economy since they are more likely to work in these vulnerable, low-paying informal jobs where there are few protections, and they are not reached by government support measures. Young people have been affected in two ways as many have had their education interrupted; those in work these early years of employment (with its continued important learning on the job) have been interrupted or in some cases ended.
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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.

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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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