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

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). Impact This 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 Questions This 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.