Girls with disabilities are among the world’s most marginalised groups of society, resulting from social norms and cultural bias around gender and disability. Those agencies committed to gender equity in education overlook the specific situation of and added barriers faced by girls and women with disabilities, and those who are committed to disability inclusion and equity fail to apply a gender perspective. As a result, girls
with disabilities have limited educational opportunities.
The aim of this research was to provide a synthesis of the understanding of barriers to education for girls with disabilities and bring together evidence of effective or promising programme approaches that address these barriers.
Despite growing commitment to gender and disability inclusive education by governments, donors and (inter)national development organisations, there is still very little in the way of documentation and robust evidence on research and programmes that address the intersectional marginalisation of girls with disabilities in education.
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