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Learning for Some? Testing the Promise of Inclusion in Zambian Mainstream Classrooms

Domain:

education
Creator:
Day
Editor:
Cen
Publisher:
OSF
Host:avatar
Despite Zambia’s efforts to promote inclusive education, children with disabilities still face significant challenges in the classroom. However, there is a dearth of research on how inclusive classrooms function or how disabled students experience learning in low-income contexts. This study takes a closer look at these disparities by employing a dual diagnostic and evaluative design. The diagnostic component maps inclusion across three dimensions: learning outcomes, teacher recognition of students’ functional difficulties, and peer social inclusion preferences. The evaluative component leverages Catch Up’s randomized rollout to assess whether the program improves these outcomes for students with disabilities.

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doi.orgosf.io

Tags

Education EconomicsEducational PsychologyCurriculum and Social InquiryDisability and Equity in EducationPublic PolicyEducation PolicyCurriculum and InstructionArts and HumanitiesSocial PsychologyPublic Affairs, Public Policy and Public Administration+16

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