[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587502-105":59,"doc-detail-587502-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","usaid-education-access-to-quality-education-for-children-and-youth-with-disabilities","USAID Education - Access to Quality Education for Children and Youth with Disabilities","","USAID works to ensure children and youth, especially the most marginalized and vulnerable, can access quality education that is safe, relevant, and supportive of social development. Education is treated as a foundational driver of development and self-reliance, linking school attendance and skills to hopeful and prosperous futures. With about 50% of 150 million children with disabilities out of school, USAID expands access through disability-inclusive education systems and targeted support across more than 50 developing countries.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/usaid-education-access-to-quality-education-for-children-and-youth-with-disabilities/587502/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/usaid-education-access-to-quality-education-for-children-and-youth-with-disabilities/587502.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does USAID focus on education for children and youth with disabilities?","Question",{"text":112,"@type":113},"USAID considers education a foundational driver of development and self-reliance, and works to ensure children and youth—especially vulnerable groups—can access safe, relevant learning. The goal is improved education outcomes and fuller participation in society.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is USAID’s approach to inclusion in education?",{"text":117,"@type":113},"USAID applies Universal Design for Learning principles to create flexible learning environments. The approach influences policy, resource allocation, teacher training, learning materials, support services, infrastructure, transportation, and assistive technologies.",{"name":119,"@type":110,"acceptedAnswer":120},"How does USAID address barriers to literacy and learning for specific disability groups?",{"text":121,"@type":113},"USAID and partners support technology-based literacy innovations for deaf children, including sign-language access, early reading materials, and reading instruction. In other settings, they develop teaching materials, referral services, and training for teachers to better support learners with disabilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587502,1792906417,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","USAID EDUCATION: ACCESS TO QUALITY EDUCATION FOR CHILDREN AND YOUTH WITH DISABILITIES  \nUSAID works to ensure children and youth, particularly the most marginalized and vulnerable, have access to quality education that is safe, relevant, and promotes their social well  \nbeing.  \nUSAID believes that education is a foundational driver of development and fundamental to achieving self-reliance. When children and youth attend school and build skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and countries. USAID works in more than 50 developing countries to ensure that investments in education systems—from pre-primary to higher  \nApproximately 50 percent of the 150 million children with disabilities worldwide are out of school; 90 percent of those have never been in school.  \neducation—enable all children and youth to acquire the education and skills needed to be productive members of society.  \nEXPANDING ACCESS TO QUALITY EDUCATION  \nDespite worldwide improvements in access to education, millions of children and youth still lack access to quality learning opportunities. Even after being enrolled in educational programs, children and youth  \nPHOTO CREDIT: USAID  \nwith disabilities continue to face inequities in receiving the full benefit of education. This is especially pronounced for women and girls with disabilities. USAID and its partners are working to bring education opportunities to these populations and address the barriers that prevent equity and inclusion for all children and youth.  \nUniversal Design for Learning1 principles inform USAID’s holistic approach to educating students with disabilities and fostering learning outcomes—they support flexible learning environments that accommodate individuals with learning differences. They also influence many aspects of USAID’s education programs such as formulation of policy, allocation of resources, training content for teachers, learning materials for students, support services, infrastructure, transportation, and assistive technologies.  \nCOUNTRY HIGHLIGHTS  \n● In Cambodia, Malawi, and Nepal, USAID programming is addressing critical needs in the education system for students with disabilities. These include developing and using teaching and learning materials; screening, identifying, and referring children and youth with disabilities for services that enable greater access to and participation in school; and training teachers to better support these students in the classroom. In total, approximately 900,000 students—both with and without disabilities—will benefit from these programs.  \n● The Sign On For Literacy prize competition sought technology-based innovations to increase literacy for deaf children by providing greater access to sign languages, early grade reading materials, and reading instruction. One of the prize winners, the National Technical Institute for the Deaf at Rochester Institute of Technology, will develop open source software in the Philippines to enable communities to create literacy content in their country’s local and national sign languages to be shared via an open-content digital library of folktales.  \n● In Paraguay, to raise awareness and public support for inclusive education, the USAID-funded Saraki Foundation launched an innovative communication strategy,“Who Trains Who?” It features students with and without disabilities and has the message that inclusive education benefits everyone—including students, teachers, parents, and entire communities. The project raises awareness of the need for an inclusive education system and develops and implements a pilot for inclusive education—including sports—in select public and private schools.  \n● In Mali, the Inclusive Education for Visually Impaired Primary School Children project supports the enrollment and retention of children who are blind or have low vision in primary education in four regio","cbCaiciE2DU4tnhi","https://ap.wps.com/l/cbCaiciE2DU4tnhi","pdf",343759,"English","# Expanding Access to Quality Education\n## Universal Design for Learning Approach\n## Country Highlights\n## Contact","[{\"question\":\"Why does USAID focus on education for children and youth with disabilities?\",\"answer\":\"USAID considers education a foundational driver of development and self-reliance, and works to ensure children and youth—especially vulnerable groups—can access safe, relevant learning. The goal is improved education outcomes and fuller participation in society.\"},{\"question\":\"What is USAID’s approach to inclusion in education?\",\"answer\":\"USAID applies Universal Design for Learning principles to create flexible learning environments. The approach influences policy, resource allocation, teacher training, learning materials, support services, infrastructure, transportation, and assistive technologies.\"},{\"question\":\"How does USAID address barriers to literacy and learning for specific disability groups?\",\"answer\":\"USAID and partners support technology-based literacy innovations for deaf children, including sign-language access, early reading materials, and reading instruction. In other settings, they develop teaching materials, referral services, and training for teachers to better support learners with disabilities.\"}]","USAID Education - Access to Quality Education for Children and Youth with Disabilities | PDF",1792062009]