Consultancy to develop case studies
Terms of reference
Leonard Cheshire is contributing to a global discussion paper on the learning outcomes for children with disabilities. As part of this paper, case studies are being prepared on the situation of learners with disabilities in a number of countries, of which the United Kingdom (Great Britain and Northern Ireland) is one.
The purpose of the discussion paper is to help service providers and governments replicate or scale up successful models of inclusive education, overcome implementation challenges as they seek to achieve the Sustainable Development Goals.
About the Discussion Paper on Learning Outcomes for Children with Disabilities
The Sustainable Development agenda for education (SDG 4) outlines an ambitious goal of free equitable and quality education for all children. Highlighted within the target is for all children to have learning opportunities leading to the achievement of relevant learning outcomes.
The inclusion of children with disabilities within the framework of international targets has provided an excellent impetus for progress and development in ensuring the right of children with disabilities to quality education.
However, the mechanics of how to include ‘all’ such that no one is truly left behind are broad and open. For including of children with disabilities in mainstream education, it is no different. The historical legacy of special education still prevails with the misconception that the ‘route’ to inclusion is via special schools, then integration, followed by mainstreaming and finally inclusive education. And that we first need to fix the ‘access’ problem and then tackle the issue of ensuring equitable quality education.
This discussion paper will highlight the ‘learning crisis’ in education with a specific focus on children with disabilities. It will examine the recent evidence to underline that access, quality, and learning go hand in hand and are equally important for children with disabilities.
The discussion paper will aim to
- • Establish the current understanding of learning outcomes for children with disabilities.
- • Take stock of mechanisms of measurement and data availability concerning learning outcomes to not only demonstrate the level of participation and learning of children with disabilities.
- • Explore evidence of practice and recommendation on how to overcome system-level barriers to promote disability-inclusive education for all.
About the Consultancy
Within the larger context of the paper, case studies will be used to highlight countries where attempts have been made to successfully include children with disabilities in the regular school. It will be extremely useful to capture, via the case studies, examples of education systems or projects which measure learning achievement for all including children with disabilities. Within the context of primary school education, how measurement of learning outcomes around reading, writing and mathematics is addressed? Are any other life skills measured? How have some countries tried to address this issue?
The UK (Great Britain and Northern Ireland) is one of five countries selected as a case study.
1. A four page summary report on the learning outcomes of children with disabilities in the United Kingdom.
The report should explore the following indicative questions-
- What policy, legal and financial mechanisms available for children with disabilities to access learning in inclusive settings (national/regional/state). Is there a policy or mandate governing their inclusion?
- How is the concept of learning achievement for all approached by the country?
- How is learning achievement being measured for all children? What skills are measured for children with disabilities? Is it holistic?
- How are learning outcomes/skills measured with respect to children with disabilities? Are there specific tools or measurement techniques?
- Are accommodations provided for different types of disabilities? What kinds of accommodations are available?
- Who conducts these assessments? Schools or other organizations/entities?
- Is Department for Education or local education authority involved in these assessments? How are the results of these assessments used for broader education planning?
- How do children with disabilities progress through the school? Is this based on their learning scores? What are the policies around promotion of students from one year to the next?
- Any results, challenges or good practice worth sharing.
2. A 300 word summary, synthesizing the key findings of the summary report.
The work of the consultant will be acknowledged in the Discussion Paper.
- Due by 15 December.
- five days consultancy
- £250 a day.
- At least 10 years of experience in education policy in the UK, with a focus on children with disabilities
- Demonstrated experience in undertaking research and report writing.
- Committed to participatory, inclusive approaches and empowerment of persons with different types of disabilities
- Excellent writing skills.
Please send your CV, a cover letter and a short description of the methodology to conduct the assignment.
Deadline for the application is 19 November 2018.
Applications should be sent to: Kate Turner — Policy Manager, International, Leonard Cheshire Kate.Turner@leonardcheshire.org.