This webinar explores how South Sudan transformed the collection of data on students with disabilities through its Education Management Information System (EMIS), moving from manual records to digital tools and incorporating the Washington Group Questions. This shift significantly improved data accuracy, increasing the number of identified students with disabilities from 6,000 to over 41,000, and helping reshape national education policy to be more inclusive.
Tag: School
On International Women’s Day, three CIP Senior Associates reflect on why women with disabilities are often overlooked in care policies and how feminist and disability movements can work together to build an inclusive care agenda.
When comparing employment outcomes for persons with and without disabilities, the unemployment rate is often the first statistic cited. But does it tell the full story? This month, we explore why focusing on employment rates (and those outside the labour force) provides a more accurate picture of the barriers adults with disabilities face in accessing work.
Based on primary data from 1,001 adults with disabilities in Bogota, this research shows that many have unmet care needs (even when they already receive support) and highlights that people with disabilities also provide care at home. The authors reflect on why these findings matter and what they mean for inclusive care policy.
Behind the scenes of a national reform: an interview with the authors of the report.
CIP celebrated its ten-year milestone with a warm, globally connected event that reflected on the organization’s growth over the past decade and looked ahead to the future of inclusive policy. The Center for Inclusive Policy (CIP) celebrated its ten-year milestone with an event that was both warm and globally connected: a chance to reflect on a decade of turning evidence into action, and to envision the future of inclusive policy. The session featured contributions from Daniel Mont (CIP), Maria Ní Fhlatharta (CIP), Tom Shakespeare (LSHTM), Gopal Mitra (UNICEF), Lesley Carson (Wellspring Philanthropic Fund), Meenakshi Balasubramanian (CIP), and Alimata Abdul Karimu (former CIP fellow).
The US Census Bureau announced a proposed change to how it identifies people with disabilities in its data collection, switching from the existing six disability questions in the American Community Survey (ACS) to the Washington Group Short Set (WG-SS) of six questions. This has caused concern in the US disability community, but I believe it would be a significant improvement in US data.
Inclusion and participation of persons with disabilities in their community remains elusive, despite the Convention on the Rights of Persons with Disabilities (CRPD) , the Sustainable Development Goals (SDG) and other international instruments and frameworks.
The United Nations has made significant contribution towards promoting and protecting the rights of persons with disabilities. Starting from the International year of Disabled Persons 1981, there have been many milestones that testify the UN’s role in advancing human rights of persons with disabilities.
In the past two decades, the world, particularly low- and middle-income countries (LMICs) have made great advances in education, most notably in enrolling and keeping children in school and reducing gender inequality. Despite these successes to expand access to education, critical challenges remain towards increasing access in quality higher education for persons with disabilities.