How can the use of a high leverage point systems approach help to make education more inclusive of learners with disabilities?

这项研究旨在为中低收入国家(LMIC)的边缘学习者提供包容性远程学习(IRL)。特别关注居住在偏远地区的残疾学龄儿童。它被框定在新冠肺炎大流行的影响范围内，并建立在我为教科文组织已有的研究基础上。对于这个多方法研究项目，我将与包容性国际以及教育部在LMIC的工作人员密切合作(通过我的教科文组织研究已经建立了联系)。这项研究既符合可持续发展目标4，也符合ESRC的‘新的新冠肺炎研究’，将为一个新兴和高度相关的领域的知识做出贡献。它将产生一些有价值的影响：1.各国政府和其他利益攸关方将受益于在规划和执行倡议时侧重于部门间协调和对内部审查制度采取系统办法的研究。2.由于残疾、贫困和地理位置等因素而被排除在教育之外的边缘化学习者将受益于这项研究的结果。它将在一个新兴领域建立知识和提供证据，这将有助于刺激对IR的进一步研究和投资。目的和研究问题本研究旨在：1.分析新冠肺炎对R-LMIC中残疾学习者的影响。分析和发展提供IRL的良好做法，特别是在电力或互联网连接较差的地区。向政府各部和其他利益攸关方提供建议，以加强IRL.4的制定和实施。为IRL的UDL和相关概念做出贡献。这些问题将通过五个研究问题(RQ)来解决：1.R-LMIC中的残疾学习者如何受到新冠肺炎大流行的影响？2.远程学习(包括IRL)在这些地区以什么方式发生？3.这些领域中IRL的主要技术、制度和社会障碍和促进者是什么？4.如何在连接不畅的偏远地区最好地提供IRL？5.如何促进和保持利益相关者之间最佳IRL实践的协调？预期结果三篇研究论文：1.新冠肺炎对R-LMIC中IRL的影响分析。分析了R-LMIC提高IRL的技术、制度和社会障碍及促进因素。对统一描述语言和IRL的相关概念的批判性分析；未来的研究需要报告：对R-LMIC中当前IRL方法的审查。政府与利益攸关方共同设计加强IRL的建议和行动计划。

This research addresses inclusive remote learning (IRL) for marginalised learners in low- and middle-income countries (LMICs). A particular focus is placed on school-aged learners with disabilities living in remote areas. It is framed within the impact of the Covid-19 pandemic and builds on my established research for UNESCO. For this multi-methods research project, I will collaborate closely with Inclusion International, along with Ministry of Education staff in LMICs (contacts already established through my UNESCO research).ImpactThis research, which is both in line with Sustainable Development Goal 4 and the ESRC's 'new Covid-19 research', will contribute to knowledge in an emerging and highly-relevant field. It will have a number of valuable impacts:1. Governments and other stakeholders will benefit from research that focuses on inter-sectoral coordination and a systems approach to IRL when planning and delivering initiatives. 2. Marginalised learners who are excluded from education due to factors including disability, poverty and geographical location will benefit from the findings of this research.3. It will build knowledge and provide evidence in an emerging area which will help to stimulate further research and investment into IRL.Aims and Research QuestionsThis research aims to:1. Analyse the impact of Covid-19 on learners with disabilities in R-LMICs.2. Analyse and develop good practice of delivering IRL, particularly in areas with poor electricity or internet connection.3. Provide government Ministries and other stakeholders with recommendations that will enhance the development and implementation of IRL.4. Contribute to UDL and associated concepts for IRL. These will be addressed by five research questions (RQ):1. How have learners with disabilities in R-LMICs been affected by the Covid-19 pandemic?2. In what ways does remote learning (including IRL) take place in these areas? 3. What are the main technological, institutional and social barriers and enablers for IRL in these areas?4. How can IRL best be delivered in poorly-connected remote areas?5. How can coordination of best practise IRL between stakeholders be promoted and maintained?Anticipated OutputsThree research papers: 1. An analysis of Covid-19 impacts on IRL in R-LMICs.2. An analysis of technological, institutional and social barriers and enablers of enhancing IRL in R-LMICs.3. A critical analysis of UDL and relevant concepts for IRL; future research needsReports:A review of current IRL methods in R-LMICs.Recommendations and action plan for governments to enhance IRL, co-designed with stakeholders.