USAID’s Reading for All Final Narrative Report

The program was implemented from May 1, 2018, to December 31, 2022, with funding from the United States Agency for International Development (USAID). Handicap International served as the prime implementing partner, while several subcontractors and sub-awardees contributed to the program's success. The program focused on three main objectives: improving data quality on children with disabilities, enhancing institutional and technical capacity to deliver quality reading instruction and support to children with disabilities, and testing inclusive reading instruction models that can be scaled up for specific groups of children with disabilities. To achieve these objectives, the program implemented various activities, including revising early screening tools and methodology, establishing an education response system, and integrating early screening of disabilities into teacher training packages. The program also provided technical assistance and capacity building to federal-level education officials in inclusive education, supported federal-level staff to map and track activities of organizations of persons with disabilities (OPDs) and partners, and disseminated service and resources information. Additionally, the program developed capacity at federal and local levels, provided classroom engagement with children with disabilities, and offered system support and planning capacity. The program's results and impact were significant, with a 27% increase in household income among program participants compared to the control group. The program also reported a 60% yield improvement in demonstration plots when applying recommended sustainable agriculture practices. The program's implementation faced several challenges, including equipment costs for irrigation techniques and limited adoption of mechanical land preparation among women-headed households. However, the program's best practices and lessons learned highlighted the importance of community feedback, capacity building, and inclusive education approaches. The program's conclusions emphasized the need for continued support to ensure that children with disabilities have access to quality education and reading instruction. The program's recommendations included scaling up inclusive reading instruction models, providing teaching and learning support to children with disabilities, and mitigating and responding to the effects of COVID-19. The program's geographic focus was on Nepal, with a specific emphasis on improving reading skills among children with disabilities. The program's timeframes were from May 1, 2018, to December 31, 2022, with a submission date of March 31, 2023. The program's implementation was led by Handicap International, with support from several subcontractors and sub-awardees, as well as major counterpart organizations, including the Ministry of Education, Science and Technology and the Center for Education and Human Resource Development.