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Global overview of research into disability and social protection unveiled ahead of crucial meetings


Social protection for persons with disabilities: annotated bibliography

9th October: A global overview of research into disability and social protection is today published ahead of two crucial post-Global Disability Summit meetings to discuss the way forward on the agenda.

The Annotated Bibliography, compiled as part of research for the UK’s Department for International Development (DFID) on how social protection can include persons with disabilities, is published as key decision-makers in Kenya prepare to discuss the next steps for the nation on advancing this agenda. The Head of the Social Protection Secretariat and the Kenya National Commission on Human Rights are among those to attend the crucial post-Global Disability Summit meeting on how to include persons with disabilities in social protection. A full agenda is now available.

It also comes ahead of a London meeting, announced today, on how to make social protection disability-inclusive, at which Stephen Kidd, Senior Social Policy Specialist, who led research for DFID on the issue, will speak at the meeting, organised with Leonard Cheshire, the London School of Hygiene and Tropical Medicine, and HelpAge International.


  • Furthermore, to improve the experiences of students with disabilities in higher education institutions, it is imperative that we listen to their voices, which provide us with information on the challenges they face while being learners at these institutions. The aspect of sharing good practices should not be neglected either, as case studies represent a powerful approach to help to learn from academics experiences, thus increasing the volume of important voices (Douce 2015 ). As Cooper ( 2015 ) states, there is a need for formal research that documents the experiences of academics with disability students in online learning . More strategies need to be explored to address the complex issues of access and inclusion. The creation of an inclusive learning environment at higher education institutions will remain elusive if academics distance themselves from providing learner support to students with disabilities. Merely transferring the responsibilities to support services, such as the unit for students with disabilities, at the institution will frustrate the learning of these students (Van Jaarsveldt Ndeya-Ndereya 2015 ).
    By the way!


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