Disability-Inclusive Education and Employment: Understanding the Context – SENEGAL
Key Findings:
- Senegalese policies and legislation reflect a promising rights-based framework for disability inclusion in education and employment.
- There is also a lack of training and incentives for teachers to deliver inclusive education, and lack of digital access among people with disabilities.
- Innovative practices include government-subsidised salary support for people with disabilities, and positive role models for students with disabilities.
- Gaps and challenges in both employment and education include challenges with policy implementation, poor awareness of disability rights, negative attitudes, stigma, and discrimination at the community,
- institutional, and structural level, inaccessible infrastructure, and insufficient resources to support inclusion.
- Future research should focus on understanding, from the perspective of youth with disabilities, enablers, agency and aspirations relating to education and work.
About the Series:
“Disability-Inclusive Education and Employment”
Recognizing that meaningful inclusion for young people with disabilities starts with listening and learning, the Mastercard Foundation developed a research program to map the policy landscape and to hear directly from young people with disabilities.
This research was carried out in partnership with the International Centre for Evidence in Disability at the London School of Hygiene & Tropical Medicine (LSHTM), the University of Abuja, the University of Ghana, Lifetime Consulting Ltd, Addis Ababa University, University of Nairobi, Global Advocacy and Research Group and MRC/UVRI & LSHTM Uganda Research Group.
Two report series have been developed, covering the Mastercard Foundation’s seven countries of focus – the first on the context, the second elevating youth voices.
Briefs summarizing the key findings of each report have been prepared by Dr. Xanthe Hunt in collaboration with LSHTM and the Mastercard Foundation’s research team.
