Our work in inclusive education has not only targeted students and teachers in classrooms but also the practices of schools and communities and the capacities of national governments and organizations of persons with disabilities (OPD).
To support inclusion in measuring learning outcomes, STS has adapted early grade reading assessments (EGRAs) in nine countries to be more inclusive for learners with disabilities. STS has also designed pre-service teacher training courses incorporating Universal Design for Learning (UDL), trained teachers on inclusive practices, and piloted the validity of a classroom tool in screening children for functional difficulties.
In its partnerships with OPDs, STS has ensured localized, appropriate approaches have been used, and it has built the capacity of government officials to sustain interventions targeted at students with disabilities. STS has also partnered with implementers to promote evidence-based approaches to their interventions with students with disabilities.
STS is dedicated to the United Nations Convention on the Rights of Persons with Disabilities’ vision of inclusive education as a process of system-wide reform, recognizing that integration does not guarantee inclusive and quality education.
We believe in an integrated, contextualized twin-track approach to equitable and inclusive education. We work to ensure mainstream education—including teacher training, teaching and learning materials, assessment, and infrastructure—is designed and delivered for the benefit of all learners—and to provide targeted support to address the specific needs of children with disabilities. We work to address the structural, economic, cultural, and social barriers that keep marginalized learners from accessing a quality education across four dimensions: learner, teacher, school and community, and policy.
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