Publications
Filter by type
Filter by theme
- All
- Assistive & Accessible Technology
- Inclusive Design
- Culture and Participation
- Climate & Crisis Resilience
- Inclusive Educational Technology
Filter by research group
- All
- Disability Interactions
- Physiological Computing
- Social Justice
- Humanitarian & Disasters
- Local Productions
Type
Themes
This article was featured in Nature and discusses tools that help visually impaired scientists read data and Journals. Innovation Manager, Daniel Hajas, was interviewed as part of this piece and highlights the need for an ecosystem approach, and access to data / visualisations for blind members of the research and science community.
Nature; 2023
Type
Themes
Research Group
Nusrat Jahan and Catherine Holloway
This working paper was developed to support the development of challenge statements for a GDI Hub innovation challenge fund call related to improving access to and retention of employment for persons with disabilities in Kenya and Bangladesh and is written by GDI Hub's Nusrat Jahan and Professor Catherine Holloway.
The issue of disability and employment has taken centre stage on the global arena in part because it is recognised across several areas of the United Nations Sustainable Development Goals, in which confrontation of extreme poverty in its many manifestations is the number one goal [2]. The World Health Organization (2011) reports about 15 percent of the world’s population has a disability [1]. In developing countries, 80 to 90 percent of people with disabilities of working age are unemployed.
Type
Themes
Maria Kett, Victoria Austin, Giulia Barbareschi, Nusrat Jahan, Paul Lynch, Catherine Holloway, Joel Burman, Felipe Ramos-Barajas, Lea Simpson
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability-inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
GDI Hub partnered with the World Bank to design and conduct the research, and author the ICT Landscape review: The use of ICT in improving the educational participation and outcomes of children with disabilities. This report is a global knowledge product from the Inclusive Education Initiative (IEI)—a multi-donor trust fund on disability-inclusive education managed by the World Bank, with support from the Norwegian Agency for Development Cooperation (Norad) and the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO).
World Bank; 2021
