Mapping of Tools for Disaggregation by Disability Status: Report Data and Evidence for Education Programs (DEEP) Activity

The DEEP activity was conducted in collaboration with implementing partners and involved the mapping of tools for disaggregation by disability status. The report, published in May 2020, highlights the challenges in collecting disability-disaggregated data in education and the importance of using reliable and accurate tools to monitor progress. The medical and social models of disability were discussed in the report, with the social model being promoted as the preferred approach. The social model views disability as a result of the interaction between an individual's impairment and the barriers created by society. The report noted that the social model is more inclusive and acknowledges the diversity of individuals with disabilities. The report also discussed the methodology used in the DEEP activity, which included an online questionnaire for implementing partners (IPS) and virtual focus group discussions. The questionnaire aimed to gather information on the tools used by IPS to collect disability-disaggregated data, while the focus group discussions provided an opportunity for stakeholders to share their experiences and insights. The findings from the tool mapping exercise revealed that the Washington Group Short Set (WGSS) and the Child Functioning Module (CFM) were the most commonly used tools for collecting disability-disaggregated data. The WGSS was designed for use in national census and household surveys, while the CFM was designed for use in primary schools. However, the report noted that the use of these tools in schools presented challenges, particularly in terms of data quality and the need for training and support. The report also highlighted the importance of training and capacity building for stakeholders involved in collecting and analyzing disability-disaggregated data. The authors recommended that USAID and its implementing partners provide training and support to ensure that data collection and analysis are accurate and reliable. The preliminary recommendations made in the report emphasized the need for continued investment in disability-disaggregated data collection and analysis. The authors suggested that USAID and its implementing partners work together to develop and validate new tools and methodologies for collecting disability-disaggregated data in education programming. The report concluded by emphasizing the importance of disability-disaggregated data in education programming. The authors noted that reliable and accurate data are essential for monitoring progress and providing information needed to strengthen the quality of education for learners with disabilities. The report provided a foundation for future work in this area and highlighted the need for continued collaboration and investment in disability-disaggregated data collection and analysis.