WORKING papeR #3 FEBRUARY 2018 Disability and Inclusive Education A Stocktake of Education Sector Plans and GPE-Funded Grants 26032_GPE_Disability_Working_Paper.indd 1 7/5/18 8:38 AM This paper was written by GPE staff and consultants including Louise Banham and Eleni Papakosta. For more information, please contact Louise Banham at
[email protected]. This paper has benefitted from the support of the Joseph P. Kennedy, Jr. Foundation and the work of a Joseph P. Kennedy, Jr. Foundation Fellow, Ruchi Kulbir Singh. All rights reserved. This paper is a product of the staff of the Secretariat of the Global Partnership for Education. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion on the part of the Global Partnership for Education, or the World Bank Group concerning the legal status of any country, territory, city, area or its authorities, frontiers or boundaries. Published by Global Partnership for Education, 1850 K Street, NW, Suite 625, Washington, DC, 20006 USA
[email protected] www.globalpartnership.org Cover Photo Credits A painting on the wall at Kisiwandui primary school shows that the school welcomes students with disabilities. Zan- zibar, Tanzania, April 2017. Credit: GPE/Chantal Rigaud. Shakuntala Badi is 13 years old and studies in Class 5B at Adarsha Saula Yubak Higher Secondary School, Bhainsipati. She is the only blind student in her class. Credit: GPE/NayanTara Gurung Kakshapati. In this classroom, some students with disabilities receive more personalized attention. Kisiwandui primary school. Tanzania, April 2017. Credit: GPE/Chantal Rigaud. 26032_GPE_Disability_Working_Paper.indd 2 7/5/18 8:38 AM Working Paper • February 2018 Table of Contents Acronyms and Abbreviations ..............................................................................................................