@article{singal_education_2019, title = {Education of {Children} with {Disabilities} in the {South} {Asian} {Context}}, journal = {Handbook of Education Systems in South Asia}, author = {Singal, Nidhi}, year = {2019}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:8LF7QHHD 503888:5QD52FHI}, keywords = {⛔ No DOI found}, pages = {1--23}, } @article{singal_primary_2021, title = {Primary {Schooling} for {Children} with {Disabilities}: {A} {Review} of {African} {Scholarship}}, shorttitle = {Primary {Schooling} for {Children} with {Disabilities}}, author = {Singal, Nidhi and Spencer, Carrie and Mitchell, Rafael}, year = {2021}, note = {Publisher: Research Report}, keywords = {⛔ No DOI found}, } @book{singal_education_2018, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, isbn = {978-1-4742-9121-7}, shorttitle = {Education and {Disability} in the {Global} {South}}, abstract = {Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {Singal, Nidhi and Lynch, Paul and Johansson, Shruti Taneja}, month = dec, year = {2018}, note = {Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:43YYLIJJ 2339240:DZELW96T 2405685:9MZNXBIX}, keywords = {Education / Educational Policy \& Reform / General, Education / Inclusive Education, Education / Special Education / General}, } @techreport{lynch_edtech_2021, type = {Working {Paper}}, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}: {A} {Systematic} {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}}, url = {https://docs.edtechhub.org/lib/XJ42VUQG}, abstract = {This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. {\textless}/strong{\textgreater} {\textless}strong{\textgreater}In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.{\textless}/strong{\textgreater}}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, year = {2021}, doi = {10.5281/zenodo.4348995}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2129771:N8JYFSAG 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_genre:LR-literature\_review, \_yl:a, \_zenodoETH}, } @techreport{lynch_how_2021, type = {Policy {Brief}}, title = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}? {Recommendations} for {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}?}, url = {https://docs.edtechhub.org/lib/UXWEBRCC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, month = apr, year = {2021}, doi = {10.5281/zenodo.4701259}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PXIXEEE 2129771:K4IQ4CKF 2405685:UXWEBRCC}, keywords = {\_EdTechHub\_Output, \_cover:v3, \_r:AddedByZotZen, \_yl:b, \_zenodoETH}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, url = {https://doi.org/10.1080/00131911.2022.2035685}, doi = {10.1080/00131911.2022.2035685}, abstract = {Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.}, number = {0}, urldate = {2022-04-05}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2129771:DBTMM7U4}, keywords = {Educational technology, \_genre:LR-literature\_review, assistive technology, disability, inclusive education, low- and middle-income countries, primary education}, pages = {1--27}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, doi = {10.1080/00131911.2022.2035685}, number = {0}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 4804264:QXLBRG3Y}, keywords = {Final\_citation, cited, existing}, pages = {1--27}, } @misc{singal_edtech_2021, title = {{EdTech} for learners with disabilities: urgent need to focus on access, engagement and learning outcomes}, shorttitle = {{EdTech} for learners with disabilities}, url = {https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/}, abstract = {The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Singal, Nidhi and Lynch, Paul and Kaye, Tom and Francis, Gill}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728168}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2129771:AH422YBD 2405685:BZDFHTPM}, keywords = {\_EdTechHub\_Output, \_zenodoETH}, } @article{singal_school_2020, title = {School enrolment and learning outcomes for children with disabilities: findings from a household survey in {Pakistan}}, volume = {24}, issn = {1360-3116}, shorttitle = {School enrolment and learning outcomes for children with disabilities}, url = {https://doi.org/10.1080/13603116.2018.1531944}, doi = {10.1080/13603116.2018.1531944}, abstract = {This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research.}, number = {13}, urldate = {2023-01-07}, journal = {International Journal of Inclusive Education}, author = {Singal, Nidhi and Sabates, Ricardo and Aslam, Monazza and Saeed, Sahar}, month = nov, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2018.1531944 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2018.1531944 2129771:T9ES7FIT}, keywords = {Disability, Pakistan, enrolment, household survey, learning outcomes, primary schooling}, pages = {1410--1430}, } @techreport{rose_identifying_2018, title = {Identifying {Disability} {In} {Household} {Surveys}: {Evidence} {On} {Education} {Access} {And} {Learning} {For} {Children} {With} {Disabilities} {In} {Pakistan}}, copyright = {Open Access}, shorttitle = {Identifying {Disability} {In} {Household} {Surveys}}, url = {https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf}, abstract = {This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.}, language = {en}, urldate = {2020-12-15}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Singal, Nidhi and Bari, Faisal and Malik, Rabea and Kamran, Sahar}, year = {2018}, doi = {10.5281/ZENODO.1247087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2129771:2TPHN282 2339240:88XND2WW 2405685:WUWYE7JH}, keywords = {\_zenodoOTHER}, }