The paper “Every Learner Matters” explores how the global learning crisis relates to children with disabilities, examining education systems and the importance of measuring learning achievement for children with disabilities to respond appropriately to the needs of students.

The paper picks up on the central message of the “World Development Report” (2018), which calls for urgent action to focus on measuring learning to understand gaps and barriers to align education stakeholders and create an enabling environment to deliver quality learning for all.

It highlights the disparities in school attendance, completion rates, and literacy skills among these children. The assessment methods for children with disabilities are examined, and the importance of inclusive pedagogy training for teachers is underscored.

‘Every learner matters: Unpacking the learning crisis for children with disabilities’ is the result of collaboration between the World Bank’s Social, Urban, Rural and Resilience Global Practice and Leonard Cheshire, and was funded with support from Inclusion International.

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