Public Disclosure Authorized GUIDANCE NOTE Criteria for the World Bank’s Disability-Inclusive Investment Project Financing (IPF) in Education Public Disclosure Authorized Updated April 2021 Public Disclosure Authorized Public Disclosure Authorized CONTENTS Acknowledgments.................................................3 List of Acronyms................................................... 4 I. Introduction....................................................... 5 II. Key Concepts.................................................... 6 III. Operationalizing Disability-Inclusive Education in New Projects .................................... 8 IV. The Four Criteria.............................................10 Criterion 1: Stakeholder Engagement 10 Criterion 2: Analysis 12 Criterion 3: Inclusive Project Design 15 Criterion 4: Monitoring/reporting 18 COURTESY OF THE WORLD BANK V. Applying the Criteria to Projects Under Implementation.................................................. 20 Appendix: Disability-Inclusive Project Worksheet.................. 21 COVER PHOTOS: (TOP LEFT) GPE/DAISUKE KANAZAWA; (TOP RIGHT) GPE/KELLEY LYNCH; (BOTTOM) COURTESY OF THE WORLD BANK ACKNOWLEDGMENTS This guidance note was developed by Hanna Alasuutari, Senior Education Specialist, Global Thematic Lead for Inclusive Education, and Shawn Powers, Senior Economist, former LAC Regional Inclusive Education Focal Point, with contributions and feedback from Regional Inclusive Education Focal Points, Quality Review Teams, Practice Managers, and Task Team Leaders in the Education Global Practice, as well as Human Development Regional Directors and other World Bank staff. The authors acknowledge and thank peer reviewers Nazmul Chaudhury, Adviser; Charlotte McClain- Nhlapo, Lead Social Development Specialist, Global Disability Advisor; Keiko Miwa, Regional Director, THE STARS FOUNDATION VISITING CSID. Human Development, Middle East & North Africa Region; Juan Manuel Moreno, Lead Education Specialist; Shwetlena Sabarwal, Senior Economist; and Shabnam Sinha, Lead Education Specialist, for their valuable support and comments. In addition, the team is thankful for the comments and contributions from Cristian Aedo, Practice Manager; Andreas Blom, Practice Manager; Shobhana Sosale, Senior Education Specialist; Harry Patrinos, Practice Manager; Toby Linden, Practice Manager; Simeth Beng, Senior Operations Officer; Aija Rinkinen, © 2021 The World Bank Senior Education Specialist; Manal Bakur Quota, 1818 H Street NW, Washington, DC 20433 Senior Education Specialist; Aki Tsuda, Senior Telephone: 202-473-1000 Social Development Specialist; and Anna Wellestein, Internet: www.worldbank.org Regional Director, Sustainable Development, Latin America and the Caribbean. This work is a product of the staff of The World Bank with external contributions. The findings, The team is grateful for the guidance and support interpretations, and conclusions expressed in this of Jaime Saavedra (Global Director) and Omar Arias work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or (Practice Manager) in finalizing the guidance note the governments they represent. and supporting World Bank staff in including elements of inclusive education in all education projects and programs from the project preparation stage and ensuring equity and inclusion in education. LIST OF ACRONYMS CRPD Convention on the Rights of Persons with Disabilities EMIS Education Management Information System ESSP Education Sector Support Program IPF Investment Project Financing IRI Intermediate Results Indicator M&E Monitoring & Evaluation PAD Project Appraisal Document PDO Project Development Objective SDGs Sustainable Development Goals SEP Stakeholder Engagement Plan ToR Terms of Reference COURTESY OF THE WORLD BANK UDL Universal Design for Learning UNICEF United Nations Children’s Fund I. Introduction This Guidance Note is intended to assist task teams in applying the Education Global Practice’s Criteria for Disability-Inclusive Investment Project Financing (IPF) in Education. Its goal is to help teams understand how to make projects disability-inclusive and what needs to be included in an IPF project’s documentation so that the project can be coded by the Education Global Practice as meeting the criteria. The note includes GPE/KELLEY LYNCH answers to frequently asked questions (FAQs) and relevant samples from real project documents (lightly edited for clarity). The Guidance Note is focused on operational ques- tions and is not intended to provide a comprehensive menu of interventions a team may wish to consider in framework is built on the guiding principles of the project design. Teams engaged in project dialogue UN Convention on the Rights of Persons with Disabil- or preparation that would like more information on ities (CRPD),2 which has been ratified by all of the options to make their project more inclusive should World Bank’s shareholders and most of our client use this document in conjunction with the Inclusive countries. The criteria are also aligned with the Inter- Education Resource Guide,1 which provides more national Development Association’s (IDA’s) IDA19 ideas and links to resources. The resource guide replenishment, which has four cross-cutting issues: and other key documents are available online, at the debt, disability, human capital, and technology. The Inclusive Education Thematic Group web page (which criteria aim to support achieving the first corporate can be accessed by typing “inclusiveeducation” into commitment of the 10 commitments on disability the WBG browser when connected to the intranet). inclusive development to ensure that all World Bank education projects will be disability-inclusive by This effort to formalize our operational commitment 2025. The criteria recognize the Human Capital Index to inclusive education builds on a large body of and early warning indicators, such as learning existing work carried out both at the World Bank and poverty, for measuring progress toward achieving externally. That work includes work on Safe and the Sustainable Development Goals (SDGs), espe- Inclusive Schools, part of the current Education cially Goal 4. The criteria also highlight the critical Approach in the Education Global Practice of the role of education in disability-inclusive development. World Bank. The criteria are also aligned with the Environmental and Social Framework (ESF) and its The Regional Inclusive Education Focal Points supporting documents, the ESF Good Practice Note and the global team are available to help iden- on Non-Discrimination and Disability, the World Bank tify inclusive approaches and answer questions Directive Addressing Risks and Impacts on Disad- about the criteria. Please contact Hanna Alasuutari vantaged or Vulnerable Groups, and the Disability (halasuutari@worldbank.org), Global Thematic Lead Inclusion and Accountability Framework. This last for Inclusive Education, for more information. 1 The Inclusive Education Resource Guide is one of the recently developed resources that provides suggestions on how World Bank education projects can become more inclusive, beginning from the project preparation and design stages. 2 See the Convention on the Rights of Persons with Disabilities (CRPD) and The New Urban Agenda for more information. 5 II. Key Concepts Inclusive education requires a profound cultural shift 15% to attain one system of education for all learners of the world’s at all levels of education—early childhood, primary, population secondary, and post-secondary. This includes, but experiences some is not limited to, supports for learners with disabili- form of disability ties.3 In this transformation toward equity and inclu- sion, school systems must equip teachers, school leaders, and other staff with skills, knowledge, and resources to support the learning of all students in accessible environments. These changes also require attention to the unique context of each country and a whole-of-government approach. Building one system for all learners requires actions to ensure inclusion of ethnic minorities, indigenous people, persons with disabilities, sexual and gender minorities, and other marginalized groups. Disability has evolved as a concept over time and is now understood as a social, rather than medical, concept. Disability resides not in a person’s specific person with only some of those identities. A truly inclu- impairment, but rather in the interactions between sive approach must also recognize and address ineq- that impairment and attitudinal and environmental uities within the population of learners with disabil- barriers they face. The UN CRPD, adopted in 2006, ities, such as gaps in available services between recognizes persons with disabilities as those individuals urban and rural settings or between different types “who have long-term physical, mental, intellectual or of disabilities. Multisectoral collaboration among the sensory impairments which in interaction with various education, social protection, health, social, and other barriers may hinder their full and effective participation sectors to build more inclusive education systems and in society on an equal basis with others” (CRPD, 2006, services, as well as more inclusive societies, is also Article 1). One billion people, or 15 percent of the world’s highly encouraged. Promoting the full participation of population, experience some form of disability. Most persons with disabilities in society is an integral part of them live in developing countries. of the 2030 Agenda for Sustainable Development, which pledges that no one will be left behind. Intersectionality between disability, gender, ethnicity, language, religion, age, sexual orientation, and Education is a critical component of improving human gender identity or other identity can result in multiple capital formation, and ensuring disability-inclusive forms of exclusion and discrimination. For example, education can be transformative in bringing persons a woman with disability who is also part of an ethnic with disabilities and other marginalized groups out of minority may experience greater exclusion than a poverty. However, inaccessible facilities, inadequate supports, and cultural norms often limit children with disabilities’ access to education. 3 For references, see UNESCO’s Global Education Monitoring Report, 2020 and the GLAD Network Infographic on Inclusive Education. 6 The World Bank’s work in ensuring equity and inclu- general, and/or (2) incorporate specific activi- sion in education is guided by the following key ties targeted to support, benefit, and empower concepts: persons with disabilities. ■ Universal Design for Learning (UDL) is an ■ Reasonable accommodation means necessary approach to teaching and learning that acknowl- and appropriate modification or adjustment, where edges that in any classroom all learners are needed in a particular case, without imposing a different. Learners understand, process, and disproportionate or undue burden, to ensure to express things differently from one to the next. persons with disabilities the enjoyment or exercise UDL asserts that teaching and learning should on an equal basis with others of all human rights utilize a multitude of methods to support all and fundamental freedoms (CRPD, Article 2). learners, including but not limited to learners The reasonable accommodations and consider- with disabilities. It involves three key principles ations for accessibility or specific supports are of teaching so that it provides multiple means of different from person to person, depending on the (1) engagement, by helping students stay moti- type of disability and other factors. It is important vated to learn through a variety of methods; that accommodations and accessibility meas- (2) representation, by having content presented ures be provided based on the learner's needs. in a variety of ways; and (3) action and expression, Accommodations may include ensuring accessible by having students show what they have learned communications and websites, considerations for in a variety of ways. By employing various means adjusted levels of lighting, accessible facilities, or of these three principles, learning achievement teaching and learning materials available in acces- for all students can improve. sible language and formats for all students (e.g., ■ The twin-track approach to project design Braille, audiobooks, sign language resources, means that projects can consider either a general large print, graphics, multimedia, and through or a targeted approach to disability inclusion, or assistive technology such as screen readers). both. The project design can (1) take measures Reasonable accommodations in assessment can to ensure that persons with disabilities can both include, for example, Braille testing, online access participate in and benefit from the project in to examinations, or extra time. COURTESY OF THE WORLD BANK 7 III. Operationalizing Disability-Inclusive Education in New Projects To accelerate global action for disability-inclusive ning of FY2021 must meet the criteria. In addition, development, the World Bank Group, together some projects already under implementation or in with many other stakeholders, made 10 commit- advanced stages of preparation may need to take ments on disability inclusion at the Global Disability further actions if they are still being implemented in Summit in July 2018. The systematic inclusion of 2025 (see page 21). Active projects that will close persons with disabilities in World Bank operations before December 2025 are, of course, encouraged is essential to fully achieve the World Bank’s twin to work toward meeting the criteria as well and will goals of ending extreme poverty and promoting be provided the same level of support. shared prosperity. The Criteria for Disability-Inclusive IPF in Education The first of the 10 commitments is to ensure that were developed within the Education Global Prac- all World Bank-financed education projects and tice, guided by the Regional Inclusive Education programs will be disability-inclusive by December Focal Points and Quality Review Teams of all units. 2025. To achieve this goal, all new education projects To be coded as disability-inclusive, a project will that were at the concept note stage as of the begin- need to address all of the following four criteria: Criterion 1: Stakeholder Engagement The stakeholder engagement plan (SEP) includes meaningful consultation with relevant stakeholders, begin- ning with project preparation. Criterion 2: Analysis The Environmental and Social Assessment (ESA) includes an analysis of disability and disability-inclusive education in the country context, which is briefly summarized in the Sectoral and Institutional Context of the project appraisal document (PAD). Criterion 3: Inclusive Project Design sive design feature in a general education activity, and/or (2) at least The project contains (1) at least one inclu­ one specific activity targeted to benefit and empower learners with disabilities (twin-track approach). Criterion 4: Monitoring/reporting During implementation, the project collects and reports feedback on both process and outcomes for project beneficiaries with disabilities. 8 In addition to meeting the four criteria individu- Although the criteria are project-focused, they are ally, the project must take a coherent approach ultimately a means to the end of making the World across criteria. It must be clear from the PAD Bank a strategic partner for governments in building that the consultation and analysis were used more inclusive education systems. Internally, this to inform the project design and that the moni- means that we are committed to raising awareness toring and reporting are relevant to the inclusive among Bank staff and to providing more professional features of the design. development opportunities so that proficiency in inclusive education is mainstreamed. Externally, this means incorporating disability inclusion seamlessly in our dialogue with clients, across different types of engagement (lending operations, analytical and advisory services, technical dialogue, and other forms of interaction). FREQUENTLY ASKED QUESTIONS ect should recognized as disability-inclusive, a proj­ CONCERNING THE FOUR CRITERIA address the four criteria in the project documents and complete Disability-Inclusive Project Worksheet FAQ #1: Should the project address one or more (see Appendix). Teams can reach out to the Education specific disabilities, or consider all learners as final Global Practice Inclusive Education Thematic Group beneficiaries? and/or engage with expert consultants for support, The project should take seriously the inclusion of as needed. The Global Inclusive Education Guidance all learners but also do what makes sense given Team, including the Global Lead for Inclusive Educa- the scope of the project and the country context. tion, will review a random sample of projects (1–2 Stakeholder engage­ ment (criterion 1) and analysis projects in each region per year). The process will (criterion 2) are intended to help teams identify the be reviewed and revised based on lessons learned best opportunities for action within the scope of the after 18 months of implementation. project. Teams should consider the principles of UDL FAQ #3: Are projects already under implementation in including all learners, inclusive of learners with required to meet the criteria if they are still under disabilities, when designing any education inter­ implementation in 2025? vention. As per the twin-track approach, these may be general (e.g., incorporating strategies for inclusion Yes, any project that is active on December 31, 2025, in school leader training) or targeted (e.g., provision and thereafter is expected to meet the criteria. While of assistive devises such as hearing aids for hard-of- most projects by then will have met the criteria hearing learners). during preparation, projects that are already under implementation can be “retrofit,” as described later FAQ #2: Who will decide if a project meets the in this document. In this sense, the criteria differ criteria or not? from the Gender Tag, for which projects are evalu- The process will consist of a combination of self-re- ated once and for all after Board approval. Teams porting and spot verification. With the support of the may want to consider the midterm review as an unit's Regional Inclusive Education Focal Points and opportunity to begin a dialogue with clients about Quality Review Teams, each project team will report disability inclusion in projects that do not already on how the project meets the four criteria. To be have an inclusive design. 9 IV. The Four Criteria Criterion 1: Stakeholder Engagement The SEP includes meaningful consultation with relevant stakeholders, beginning with project preparation. The main objective of the first criterion is to under- the World Bank team’s support. Through consulta- stand the disability-inclusive education landscape tions, barriers to education and learning for persons in the country context. The SEP is already part of with disabilities and other persons in vulnerable situ- the Environmental and Social Framework, which ations can be identified, and this in turn can inform should include meaningful consultation with relevant project planning. It is critical to identify diverse stakeholders. The project team should engage from stakeholders and consider their roles and resources the beginning of project preparation—for example, in supporting inclusive education planning and with students with and without disabilities, parents implementation. of students with and without disabilities, general education teachers, organizations representing Stakeholder engagement is a two-way interaction persons with disabilities, and other civil society orga- between stakeholders and the government's imple- nizations involved in inclusive education activities menting agencies that gives everyone a voice. This in the country context. Another aim of this criterion feedback can then be used to improve the inter- is to build the commitment of local stakeholders by mediate and final development outcomes of the including them in meaningful consultations. intervention (see Figure 1). and contribute to empow- erment of project beneficiaries. These consultations should be led by the govern- ment, the Ministry of Education, and/or another The PAD should reference the key outcomes of the ministry responsible for the education sector with consultations that help inform the design of the project. Figure 1. Feedback loops created between government and stakeholders (Modified from Sierra Leone Free Education Project SEP) 1 Government Solicited Continuous 3 Action is taken and communicated Project information is shared Feedback is given 2 with community and business stakeholders within the public 10 Finally, stakeholder engagements should themselves FREQUENTLY ASKED QUESTIONS make reasonable accommodations to ensure partic- CONCERNING STAKEHOLDER ENGAGEMENT ipation of persons with disabilities. This may include, FAQ #1: Is there any guidance on respectful and as appropriate, presenting information using multiple/ inclusive language for education project documents? differentiated measures and accessible formats (e.g., “People-first” language is recommended for educa- Braille, large-print or easy-to-read formats, sign tion project documents. People-first language is language), beginning with project preparation and based on the idea that a person should not be iden- throughout the project life. In-person consultations tified by their disability. For example, “children with should be held at accessible venues. Additionally, it visual disabilities” is preferred to “blind children” or is vital to implement accessible grievance redress “the blind.” Note that individual people with disabilities mechanisms (GRMs). Governments should be encour- have different preferences when referring to their aged to draw on the experience and resources of disability, and this might vary among different country local groups to assist in making the consultations contexts, with some individuals preferring identity-first and GRMs accessible. language (e.g., “Deaf person”). For persons with disabilities and for documents, however, people-first language is preferred at this time. In addition, avoid EXAMPLE OF STAKEHOLDER ENGAGEMENT using discriminative terms such as special needs Saint Lucia or students/learners/children with special needs. Human Capital Resilience Project (P170445) Students/learners or children with disabilities is a recommended term. Some education systems still use The project included consultations with the National special educational needs or students/learners/chil- Council of and for Persons with Disabilities during dren with special/diverse educational needs as well. preparation and as part of its SEP. In line with these consultations, project activities include technical and FAQ #2: What are best practices for engaging with vocational education and training (TVET) providers organizations of persons with disabilities? to address bias against persons with disabilities and The first criterion, stakeholder engagement, enables strategies to promote greater inclusion. In addition, teams to involve the representatives of organiza- the project will ensure that students in all five special tions of persons with disabilities along with other schools will have access to at least one TVET quali- key stakeholders at the beginning of their projects. fication linked to labor-market needs, as part of one Teams should find out about the organizations of of the Disbursement-Linked Results (DLRs). persons with disabilities active at the local, national, regional, and international levels. Listening to the experience of persons with disabilities and part- nering with organizations of persons with disabilities who have experience in education-sector activities or broader social inclusion is useful when designing and implementing disability-inclusive education projects. Organizations of persons with disabilities could support education projects, for example in community sensitization and outreach, as well as aid in identifying persons with disabilities. GPE/MARCELLUS ALBERTIN 11 Criterion 2: Analysis The Environmental and Social Assessment includes an analysis of disability and disability-inclusive education in the country context, which is briefly summarized in the Sectoral and Institutional Context of the PAD. The PAD should discuss the parts of the analysis EXAMPLES OF ANALYSIS IN PADS that provide a technical rationale for the inclusive The Gambia activities and/or inclusive design feature(s) in the Education Sector Support Program (ESSP) project. The relevant analysis will differ from project (P162890) to project. For example, the analysis could include disability-disaggregated data in the beneficiary popu- Since good data on students with disabilities in the lation who will be served by the project, if available. Gambia are not available, support to these students It may also include a discussion of inclusion-focused is limited. The Gambia has a twin-track approach sectoral policies or plans that the project will help the to providing access for students with disabilities government implement, where relevant. and/or special educational needs. Students with more severe disabilities go to one of three special In situations where elements of an inclusive system schools in Banjul. As a matter of policy, students are missing—for example, if there are no disaggre- with moderate disabilities are accommodated in gated data on disability or no longer-term planning mainstream schools wherever possible, but special- on inclusive education system development in the ized equipment (e.g., hearing aids, glasses, Braille country—the context section can discuss this omis- reading materials, lamps, wheelchairs) or adequate sion, if applicable, and outline how the World Bank or learning support is rarely available, and the provision other partners will assist the government in conjunc- of teacher training to support inclusion and learning of tion with the project. These examples are not exhaus- students with disabilities is not widely available either. tive, and other types of analysis may be relevant if As part of the ESSP, the government has committed they support the actions taken in the project to make itself to inclusive education and aims to enhance education more inclusive. support to students. Disability-disaggregated data collection and the development of inclusive Education Management Information System (EMIS) are part of the activities. GPE/JIM CHAM 12 FREQUENTLY ASKED QUESTIONS tion, Disability Measurement in Household Surveys, CONCERNING ANALYSIS which supports the implementation of the Washington FAQ #1: What are potential sources of data on the Group Short Set (WG-SS) in multi-topic household prevalence of disability? surveys, towards improving the collection of disag- gregated disability data. Two good places to look for data are surveys, such as Multi-Indicator Cluster Surveys (MICS) or Surveys FAQ #3: How can we ensure that the disability-inclu- of Living Conditions; and data contained in EMIS. sion is properly addressed in the social assessment The Profiles Enhancing Education Reviews (PEER) and other analytical work of the project? part of the 2020 Global Education Monitoring Report Disability inclusion in education requires a multisec- describes laws and policies on inclusive education, toral and multi-professional approach. It is critical that including the collection of data, in most countries. the Terms of Reference (ToR) of the social assessment FAQ #2: There do not seem to be any data related to and any other analytical work explicitly mention the disability in the country context. What should I do? need to cover disability from the social and educational perspectives. In this case, teams are strongly encouraged to discuss with clients the possibility of building the collection of FAQ #4. What should be taken into account when disability-disaggregated data into the project activ- considering the analysis of and planning for effective ities or M&E framework and upcoming education mechanisms for financing inclusive education systems? sector surveys. The Washington Group Short Set on Effective mechanisms for financing inclusive educa- Functioning (WG-SS) and the Washington Group- tion systems require the provision of additional UNICEF Child Functioning (WG-CFM) are highly funding and resources that encourage mainstream recommended for their simplicity and international schools to develop inclusive education policies, as comparability. The WG-SS was developed, tested, well as innovative and flexible learning environments and adopted by the Washington Group on Disability that meet a wider range of learners’ academic and Statistics for use in censuses and surveys. The brevity social needs and requirements. Successfully imple- of the module—six questions—makes it well suited menting inclusive education policies depends on for inclusion in a variety of surveys to disaggregate the way funds are allocated and to whom the funds outcome indicators by disability status. Questions are addressed. There are different approaches to focus on difficulties people have seeing, hearing, financing inclusive education, and the challenge of walking or climbing stairs, remembering or concen- different sectors sharing responsibility for supporting trating, self-care, and communication (expressive groups of learners needs to be addressed. Some and receptive). funding mechanisms might encourage the labeling The WG-SS can be applied to children, with a knowl- of some learners in order achieve reasonable accom- edgeable proxy respondent providing the informa- modation and/or support service. Labeling students tion, but it was designed for adults and excludes should be internal to a tracking system and not key aspects of child development important for visible to them or their peers. Disability-responsive identifying disability. The WG-CFM provides a set budgeting can support the strategic use of existing of questions designed specifically for children. The resources and the development of formulas that Washington Group website and its Question Sets account for the costs of including learners requiring contain sets of questions suitable for early years, reasonable accommodation and/or specific support general education, and skills (labor force) settings. services. More resources and ideas are in the Inclu- There is also supporting documentation, including sive Education Resource Guide support services. information for translation, cognitive testing, question specifications and interview administration guidance, and analytic guidelines, including SPSS, SAS and STATA syntaxes. See also the World Bank publica- 13 FAQ #5: How should we address special schools segregated learning environments (special schools or and out-of-school children in project operations? institutions) are a reality in many of the World Bank’s Separate, segregated schools for children with disabil- client countries, and it is essential to plan the best ities are no longer considered best practice, and the ways to support access, participation, and learning of World Bank’s partnership should encourage coun- persons with disabilities in different levels of education tries to move progressively toward inclusive educa- during the life cycle of a project. Teams are encouraged tion systems (see Figure 2). This acknowledges that to use the project dialogue as an opportunity to discuss the shift, for example from segregation to inclusion, these issues with clients, share the benefits of more does not happen overnight but requires both shorter- inclusive education systems, and discuss the new and longer-term plans to support general education roles of special schools and/or specialized personnel systems to change so that they can include all learners, in building inclusive general education systems and inclusive of learners with disabilities. Exclusion (e.g., support structures (see Inclusive Education Resource keeping children with disabilities out of school) and Guide for examples). Figure 2. From exclusion, segregation, and integration toward inclusion Exclusion Segregation Integration Inclusion 14 Criterion 3: Inclusive Project Design The project contains (1) at least one inclu­sive design feature in a general education activity, and/ or (2) at least one specific activity targeted to benefit and empower learners with disabilities (twin-track approach). To meet this criterion, a project can take measures to Architectural design, furnishings, and infrastructure ensure that persons with disabilities can both partic- for new schools and other educational facilities ipate in and benefit from the project in general, and/ should follow guidelines for safely, accessibility, and or the project can include specific activities targeted reasonable accommodations for persons with disabil- to benefit and empower persons with disabilities. ities. They need to be safe and support an inclusive This is known as “twin-track” approach (see Disability learning environment in a flexible way, based on Inclusion and Accountability Framework, page 4). An local conditions. This means including spaces and example of the first approach would be including furniture that allow a variety of teaching and learning sensitization and training on the needs of children practices in an inclusive setting to protect students with autism spectrum disorder in a general teacher from hazards and all other potential forms of harm. training. An example of the second approach would be a training targeted to parents of children with autism spectrum disorder on strategies to support their children’s learning at home. The disability-inclusive activities under the project should construct the approach based on stakeholder consultations and analysis. The track(s) the project follows should be driven by the client’s and team’s technical judgment about which approach will best meet the identified needs. Teams are encouraged to consult the Inclusive Education Resource Guide for ideas and suggestions. When evaluating whether projects meet the criteria, quality counts: particularly for the “general” track under the twin-track approach, reviewers may not consider the criterion to have been met if the inclusive intervention appears to be a perfunctory addition to the text for the purpose of meeting the criteria. GPE/KELLEY LYNCH 15 While this criterion defines a minimum standard, FREQUENTLY ASKED QUESTIONS teams are encouraged to design education CONCERNING INCLUSIVE PROJECT DESIGN projects to be as thoroughly disability-inclusive FAQ #1: In the country where I work, school buildings as possible, with the aim of helping clients meet are desperately needed, and this may be perceived the needs of all learners. as an unaffordable “extra.” How should we respond to this? Inclusive school infrastructure should take into account: Designing and building accessible buildings from scratch is a better alternative for all and less expen- ■ Physical access to the school; sive. Universal design and accessibility principles can ■ Accessibility of all areas and services within the also be implemented economically and innovatively school (including classrooms, cafeterias, and for school buildings, where they can also make the WASH facilities); and learning environment better for all learners. ■ Appropriateness of the visual and acoustic envi- FAQ #2: Is having ramps in the school sufficient? ronment for all learners. In addition to the ramps, universal design principles Infrastructure design can be enhanced by consulting should be used to facilitate physical access to school with persons with disabilities and accessible design buildings and all areas and services at the school, experts during the design phase, and by providing including classrooms, cafeterias and WASH facilities. training or technical assistance on accessibility and usability of the built environment. FAQ #3: How do we make sure to address chal- lenges of different types of disability in a project As part of project preparation, teams should identify when considering utilizing UDL? whether building accessibility standards, policies, and regulations that promote inclusion already exist in the It is important to support learning of each student country. If so, teams should reference these in procure- the best possible way and encourage for individual- ment documents, such as bidding documents and ization when necessary. It is also critical to consider contracts. If not, the concept of universal access should heterogeneity of disability and work for example in be embedded in these documents. Teams are also collaboration with inclusive education experts repre- encouraged, where possible, to use the opportunity of senting specific disability groups and organizations dialogue with client countries to encourage establishing of persons with disabilities. Table 1 includes some national or regional standards for accessibility. examples of challenges, based on types of disability, that can be addressed in general education when COVID-19. The COVID-19 pandemic has brought utilizing the principles of UDL. an extraordinary and unprecedented challenge for governments, teachers, and parents in their attempt FAQ #4: How do we plan and implement disability-in- to ensure continuity of quality learning. Briefs and clusive teacher education in in-service programs? papers that may be important resources when consid- It is critical for teachers to learn inclusive pedagog- ering disability-inclusive project design during and ical strategies, which are based on good teaching after the pandemic include UNESCO Policy Brief: and learning practices (see, e.g., the Teach open- A Disability-Inclusive Response to COVID-19, May source classroom observation tool). Enriching and 2020 and the World Bank's COVID-19 Issues Paper, adapting teaching strategies (such as structured Pivoting to Inclusion: Leveraging Lessons from the lesson plans utilizing the principles of UDL for COVID-19 for Learners with Disabilities are important students with different readiness to learn) is recom- resources when considering disability-inclusive mended for training general education teachers. project design during and post COVID-19 pandemic. In addition, resource teachers who work in collab- As countries work toward managing learning continuity oration with general education teachers should while protecting the safety and well-being of learners, receive more specialized training in supporting the learners with disabilities, and particularly those living in learning of students with various kinds of disabilities poverty often stand the risk of further marginalization. in inclusive classrooms. 16 Table 1. Challenges and educational accessibility considerations for reducing barriers for persons with disabilities Type of Challenges in Accessing Accessibility Considerations Disability Education and Schools to Reduce Barriers Physical ■ Navigating uneven, unstable, narrow, steep, or slippery ■ Slip-resistant, smooth surfaces, ramps, and (mobility, surfaces with or without an assistive device elevators to ensure access to all spaces in the dexterity, ■ Traveling long distances school and physical ■ Larger door frames ■ Inaccessible transportation strength) ■ Opening, closing, and latching doors, fences, closets, trunks ■ Support and/or grab bars along walls (for possessions, if boarding) ■ Free, accessible transportation provided to ■ Having difficulty squatting over pit latrines, balancing, and students who require it needing to sit ■ Access to incontinence aids ■ Holding, lifting, and carrying learning materials ■ Financial support for persons with disabilities ■ Needing incontinence aids, such as diapers or feminine to access schools hygiene products ■ Being unable to afford the costs of schooling, for example, for school fees, uniforms, and school supplies; toiletries (if boarding); adaptive devices; and assistive technology Visual ■ Having difficulty avoiding holes and obstructions around ■ Incorporation of contrasting colors and safety the school property, including the classrooms, dining areas, mechanisms into all classrooms common areas, toilets, and schoolyard spaces ■ Information (including alerts) in audio format ■ Having difficulty in accessing learning materials displayed on (including sirens, recorded messages, beeps the board or around the classroom or relayed through print, on phones, etc.) text-only information on video-based programs, or signing ■ Learning materials available in accessible print-based documents and forms electronic formats on USB drives, websites, ■ Navigating new surroundings when all signage is in text and through e-mail ■ Entering, navigating, and using new physical spaces ■ Screen readers, Braille displays, magnification ■ Being unable to distinguish between colors (for example, to software and devices, voice recognition differentiate between the wall and door of a classroom) due to software and audio descriptions low vision Hearing ■ Having difficulty accessing information given orally ■ SMS text messaging or print as a way of ■ Understanding video learning programs that lack captions or accessing important information in the interpretation community ■ Straining to hear sirens and other sounds that alert them of ■ Flashing lights to alert students to scheduling scheduling, emergencies, etc. (class changes, lunch times, breaks) or ■ Facing barriers in communicating and interacting with emergencies ■ Local sign language interpretation or teachers, students, staff, and administration that do not know local sign language alternative forms of communication available ■ Relying on others to express their views and needs for community meetings and consultations Speech ■ Facing barriers in communicating and interacting with Alternative formats provided for ■ teachers/students/staff/administration communicating and participating in classes ■ Relying on others to express their views and needs and other extracurricular activities, such as through text or written form and alternative methods of conducting activities Cognitive ■ Having difficulty in communicating learning needs ■ Providing information in alternative formats, ■ Needing information in alternate formats (such as visual, audio, including visual or simplified language, or tactile, etc.) to increase comprehension providing tactile learning opportunities ■ Needing incontinence aids, such as diapers ■ Allowing for alternative forms of participation ■ Needing navigation and memory aids in finding, accessing, ■ Providing aids for personal hygiene, and using school spaces incontinence and assistance as well as for ■ Relying on others to express their views and needs creating alternative teaching and learning materials Psycho-social ■ Experiencing social isolation and exclusion, which impedes ■ Alternative formats provided for interaction with classmates communicating and participating in classes ■ Having difficulty in communicating needs for learning. and other extracurricular activities, such as ■ Needing navigation and memory aids in finding, accessing, through text or written form ■ Clear, plain-language, and high-contrast and using school spaces ■ Relying on others to express their views and needs in signage added to all school spaces educational settings 17 Criterion 4: Monitoring/reporting During implementation, the project collects and reports feedback on both process and outcomes for project beneficiaries with disabilities. To meet the fourth criterion, the PAD must include a Once again, the project should consider accessibility clear explanation of how monitoring and reporting and reasonable accommodation for in-person or will assess both process issues (e.g. participation, remote activities related to monitoring and reporting. satisfaction) and outcomes for project beneficiaries who are persons with disabilities. To a first approx- imation, all projects should include in the results EXAMPLE OF MONITORING/REPORTING framework at least one disability inclusion-related Vietnam indicator, and/or disaggregate at least one indicator Quality Improvement of Primary Education for by persons with disabilities. Teams are encouraged Deaf Children Project (P160543) to think creatively about ways that considerations of disability could be incorporated into the Project The outcome indicator for the project will be that the Development Objective (PDO) indicators or Interme- grade pass rate of participating students with hearing diate Results Indicators (IRIs). loss will be at least equal to 60 percent of that of students without disabilities in the same province. Recognizing that in some cases data limitations may make it infeasible to include a disability-related indi- Since this is an output-based financing project, key cator or disaggregation in the Results Framework, the results used as project disbursement indicators will project may propose alternative, equally informative include: monitoring and reporting measures if these limitations ■ 1,200 primary education students taught in Viet- are adequately explained in the PAD. namese Sign language (VSL) and able to use it; Teams can consider the following as potential sources ■ 300 secondary education students taught in VSL of information: and able to use it; ■ Beneficiary surveys ■ 200 teachers trained in deaf education and VSL and using it in their teaching; ■ Focus group discussions ■ A library of VSL videos based on the Math and Viet- ■ Process evaluations (including considerations of namese curriculums for primary and secondary; disability in a more general process evaluation) ■ Ministry of Education and Training's learning ■ Impact evaluations (including considerations of management system; and disability in a more general impact evaluation) ■ The list of VSL signs, including an additional 4,000 ■ Analysis of EMIS data signs for a total of 6,000 signs, made publicly ■ Disaggregation of PDO indicators or IRIs, such available. as by persons with and without disabilities or by students in special schools. Some of these sources can be used to capture both process and outcome information (e.g., EMIS data, GPE/KOLI BANIK surveys), but the PAD should specify that both types of information will be collected in this manner as both must be present to fulfill the criterion. 18 FREQUENTLY ASKED QUESTIONS ■ Percentage of school buildings and facilities CONCERNING MONITORING/REPORTING meeting relevant standards on accessibility and FAQ #1: Is it enough that the GRM is accessible for usability of the built environment; persons with disabilities? ■ Percentage of schools and/or educational facilities The project Grievance Redress Mechanism should with UDL infrastructure, including adaptive WASH be accessible for persons with disabilities, but this facilities, for students with disabilities; alone is not sufficient to meet this criterion. ■ Percentage of students with disabilities having access to accessible remote learning and using FAQ #2: What are some possible results framework accessible devices; indicators related to disability? ■ Percentage of direct beneficiaries that rate Please see below some ideas and examples of their access to educational services as having general and education specific indicators for disability improved. inclusion. GENERAL INDICATORS: ■ Number and frequency of women and men with disabilities and ODPs (Organizations of Persons with Disabilities) consulted during project design and implementation; and ■ Access of girls and boys with disabilities to support services (transport, mobility aids, and equipment) that help them attend school and/or educational facilities. EDUCATION-SPECIFIC INDICATORS: ■ Number of teachers, administrators, and stake- holders trained in implementing disability-inclusive education practices (specify as per project); ■ Percentage of trained teachers, administrators, school leaders, and stakeholders in the project self-reporting increased knowledge of ways to make schools and/or educational facilities more inclusive and accessible for children with disabil- ities; ■ Number of pre-service teacher education insti- tutions including a disability-inclusive education COURTESY OF THE WORLD BANK module/course as part of the general teacher education program; ■ Number of legal/policy instruments proposed, drafted, or adopted to promote disability-inclusive education at the national or subnational level; ■ Percentage of school-going population at each level of education using accessible educational facilities, disaggregated for children with and without disabilities; 19 V. Applying the Criteria to Projects Under Implementation Although the criteria were written primarily with the In cases of restructuring or additional financing, project preparation process in mind, teams are highly the project documentation should address the four encouraged to bring considerations of inclusion into criteria in the same manner as described throughout projects at any stage, and projects already under this Guidance Note. All project teams are asked to implementation can be recognized as meeting document the project's alignment with the criteria the criteria if appropriate actions are taken, as using the Disability-Inclusive Project Worksheet discussed in this section. (see Appendix). Projects can be “retrofitted” to meet the criteria at any point, but teams may find opportunities to bring inclusion of persons with disabilities into the discus- sion at any of the following junctures in the project life cycle: ■ Midterm reviews provide an opening for dialogue on inclusion as part of a broad-based project stock-taking, both with clients and with organiza- COURTESY OF THE WORLD BANK tions of persons with disabilities and other stake- holders involved in disability-inclusive education at the country level. ■ Additional financing and restructuring can intro- duce new activities and results indicators relevant to disability inclusion. ■ Revisions to the procurement plan, especially when a project has available resources, can also be an opportunity to add new activities relevant to disability inclusion. ■ Technical dialogue with clients can support adding inclusive features to more general activities, such as in developing ToR for a consultancy. ■ In some cases, clients may also wish to undertake their own activities as part of the project, even if not financed by the World Bank; this would also count toward the project meeting the criteria. 20 Appendix: Disability-Inclusive Project Worksheet This worksheet provides an overview of the information requested from task teams for self-reporting on the criteria, both for projects under preparation and for those under implementation. An Excel-based version of the worksheet is available here. Criterion 1: Stakeholder Engagement Notes on compliance a. Describe consultations held with relevant stakeholders, such as students with disabilities, parents of students with disabilities, general education teachers, organizations representing persons with disabilities, and other relevant civil society organizations. Please indicate specific stakeholders consulted. b. Describe measures to ensure accessibility of in-person or virtual consultation sessions for persons with disabilities. c. Briefly summarize key outcomes from the consultations. d. For projects under the ESF, confirm that consultations have been incorporated into the stakeholder engagement plan (SEP). Criterion 2: Analysis Notes on compliance a. Briefly summarize the team’s analysis of disability and disability- inclusive education in the country context, based on available data, policy documents, stakeholder consultations, and other sources of information. b. Indicate source for summary (e.g., Environmental and Social Assessment, Sectoral and Institutional Context of PAD, consultancy output). Criterion 3: Inclusive Project Design Notes on compliance a. Describe how learners with disabilities are supported in a general education activity/component utilizing principles of Universal Design for Learning (UDL), and/or b. Describe specific activities targeted to benefit and empower learners with disabilities, and/or c. If the project includes infrastructure: Explain how the infrastructure investments use universal design principles to facilitate physical access to school buildings, including all areas and services of the school (e.g., classrooms, cafeterias, and WASH facilities). Criterion 4: Monitoring/reporting Notes on compliance a. Indicate any instances in which disability inclusion is reflected in the results framework, including specific indicators/targets or disaggregation by disability status or special schools. If there are no relevant indicators in the results framework, describe the data limitations. b. Describe how the project captures and reports on process (e.g. participation, satisfaction) for beneficiaries with disabilities. c. Describe how the project captures and reports information on project outcomes for beneficiaries with disabilities. d. Describe measures to ensure accessibility of the GRM and other in-person or virtual monitoring and reporting activities. 21