How do boys and girls with disabilities, their teachers and carers experience or perceive disability in primary schools in schools involved in Sightsavers education projects in Cameroon, Senegal and Sierra Leone; and what are the implications of these perceptions on the participation and quality of learning of boys and girls with disabilities?
Sightsavers requires project research to contribute to the existing knowledge base on disability inclusion in education, and where necessary use that knowledge to refine a contextually appropriate and gender-responsive approach to supporting education for girls and boys with disabilities. The West Africa study will lead to practical recommendations to concretely orientate Sightsavers’ programs in inclusive education.
Community-based participatory research (CPBR) has been built into each of the three project designs so that the lived experiences of boys and girls with disabilities, their parents and teachers at the schools involved can help to shape the inclusive education interventions. A gender lens is used in the analysis of data rather than in the interview questions.
There are three phases to the CBPR research: