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From UNESCO: What We Know (And The Great Deal We Don’t) About Education And Disability

A new paper from the UNESCO Institute for Statistics (UIS), Education and Disability, presents the first in-depth analysis of available data for 49 countries. It confirms that persons with disabilities are less likely to ever attend school, more likely to be out of school and that they tend to have fewer years of education than persons without disabilities.

Categories: Applying the WG questions

22/08/2019 - 22/08/2019

This blog explains why the single question on disability linked to participation that some countries have proposed, known as the Global Activity Limitation Indicator (GALI), is not appropriate for disaggregating SDG indicators by disability.

22/08/2019 - 22/08/2019

As part of the Teaching All Children Effectively (TEACH) project the University of Cambridge and IDEAS, Pakistan used the Washington Group’s Child Functioning Module for children aged 5 to 17 years. They collected data across 1050 households in 3 districts of Punjab province. The findings note some important results, particularly in relation to education, which was a key focus of the TEACH project.

Categories: Applying the WG questions

22/08/2019 - 22/08/2019

Data based on the Washington Group questions can be used in different ways to get at the diversity among persons who report a range of difficulties in functioning. The difficulties can be conceptualized and measured on a continuum or spectrum of severity from ‘no difficulty’ to ‘unable to do’. Prof. Mitra’s work explores this continuum using data from Africa.

Categories: Methodology

22/08/2019 - 22/08/2019
Data To Leave No One Behind And The Washington Group

This blog from Development Initiatives discusses how the Washington Group questions advance the goal of using data to leave no one behind. It describes challenges and opportunities to measuring disability through major international statistics program.

Categories: Disability statistics, SDGs and Disability

22/08/2019 - 22/08/2019
Children with disabilities play the first game during the launching of a new soccer school in Goma’s Don Bosco college, the 24th of April 2014.

This blog explains the reasoning behind the lack of any explicit mention of whether an activity limitation is long-term or short-term in the Washington Group Questions and the trade-offs for including such a clause.

Categories: Methodology

22/08/2019 - 22/08/2019
A researcher gains informed consent from a research participant in Bangladesh. From Community Eye Health.

This blog entry provides information on how to train interviewers for dealing with disability in either surveys or censuses. It addresses both the particular issues of asking about disability, and also things to consider when interviewing people with disabilities for any survey.

Categories: Implementation

22/08/2019 - 22/08/2019

This blog discusses some basic guidance on how to determine an appropriate sample size for surveys collecting information on people with disabilities. Sample size depends on the purpose of the analysis, the intended degree of disaggregation, and the level of accuracy desired.

Categories: Implementation

22/08/2019 - 22/08/2019
People being interviewed

Researchers at the International Centre for Evidence in Disability used the Washington Group tools to estimate the prevalence of disability and its relation to outcomes like education and employment in Cameroon, Guatemala, India, and Nepal. They find significant evidence that people with disabilities are more likely to be excluded.

Categories: Applying the WG questions

22/08/2019 - 22/08/2019
Cognitive Interviewing For The Washington Group

Writing effective questions that produce reliable data requires testing. Cognitive interviewing is an important methodology for making sure that respondents are interpreting the questions as they are intended.

Categories: Methodology

22/08/2019 - 22/08/2019
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