We publish reports on topics such as employment, social care and inclusive education.
Crisis talks: Raising the global voice of youth with disabilities on the COVID-19 pandemic
We have been driven by a determination to understand how the pandemic has been experienced by the millions of youth with disabilities, like us, in our countries.
Through this research project, we sought to get youth with disabilities talking about the COVID-19 pandemic. The views of youth with disabilities are too often side-lined, and in times of crisis we need to hear from marginalised groups more than ever.
Every Girl's Right
In presenting the Leonard Cheshire Inclusive Education model, this report highlights the promising outcomes of this model among girls with disabilities from a resource-poor region of a Low-to-Middle-Income Country (LMIC). It also demonstrates the potential of the model to reach the most marginalised girls, and tackle additional barriers created by the intersection of gender, disability, and poverty.
The report draws upon the lived experiences of people with disabilities, their family members, and teachers participating in Leonard Cheshire’s Inclusive Education projects. These stories illustrate how inclusive education systems based on a Universal Design for Learning (UDL) model can ensure successful inclusive education opportunities for students, and greater teacher, family, and community participation.
Leave No Girl with Disabilities Behind
Every child has the right to quality education. However, nine out of ten children with disabilities in developing countries are excluded from formal education, and the majority of them are girls.
‘Leave No Girl with Disabilities Behind’ is a new advocacy brief from the UN Girls’ Education Initiative (UNGEI) and Leonard Cheshire that highlights the current status of global education for girls with disabilities and the key challenges and barriers to inclusive and gender-responsive education.
Featuring case studies from Leonard Cheshire, Humanity and Inclusion, and Sightsavers highlighting some promising strategies to overcome these barriers, the brief also provides a framework advocacy on inclusive education for girls with disabilities in particular.
Breaking down barriers to travel
Inclusivity is a key element to exceptional travel experiences – enabling individuals all over the world to experience diverse countries, cultures and opportunities. Yet often, disability inclusion is not at the forefront of travel products and services.
This report will support travel providers to understand why disability inclusion matters to the industry whilst celebrating and learning from providers already striving to be more inclusive through their innovative practices.
Impact of COVID-19 on lives the people with disabilities
Our i2i programme supported disabled person's organisations (DPO) to complete a survey of 312 people with disabilities in Bangladesh and Kenya to understand the impact of coronavirus and measures to prevent its spread.
Inclusive education for persons with disabilities — Are we making progress?
Developed for the UNESCO International Forum on inclusion and equity, this background paper explores the global progress towards inclusive education, the successes achieved and learnings observed specifically in countries of the global South.
Every learner matters: Unpacking the learning crisis for children with disabilities
Developed by the World Bank in partnership with us and Inclusion International, the paper establishes the learning crisis for children with disabilities and presents evidence of how and why children with disabilities are being left behind.
Making it count: The power of youth advocates in the disability movement
The 2030 and Counting pilot project sought to give youth with disabilities a seat at the table on the SDGs – providing them with the tools and confidence they need to become their own agents of change. This report provides an overview of the project, together with learnings and recommendations for the future.
Reimagining the workplace
This report examines the challenges and barriers facing disabled people throughout their working journey, as well as considering solutions to some of the key issues. Through our own research survey and interviews we look at the impact on disabled people where they cannot access adequate support as well as what works in improving their employment prospects.
Disability data collection
The report examines the use of the Washington Group Questions, a disability data collection methodology originally designed for use in national data efforts, amongst development and humanitarian actors.
Closing the gap
Between 2000 and 2014, the global number of out-of-school children at primary education level dropped from 100 million to 61 million. While this represents significant progress, approximately one third of children that remain out of school are children with a disability.
Good for business
The report, launched at The Harkin Summit in Washington, offers practical guidance on how employers can ensure that they are inclusive to persons with disabilities in terms of hiring/recruitment practices and retention strategies.
Disability inclusion and sustainable development
Our report on Disability inclusion and the Sustainable Development Goals points to a general lack of detail on how disabled people will be included in national development plans in Bangladesh Kenya, Zambia and Sierra Leone.
Still left behind
Our report with the United Nations Girls Education Initiative (UNGEI), looks at the barriers to education for girls with disabilities and brings together evidence of effective or promising programme approaches that address these barriers.