Systematic School-based Disability Screening: A Comparative Analysis of Formal Approaches Across Select Country Contexts ​

There has been a noted increase in attention to inclusive education from national Ministries of Education as well as from bilateral and multilateral aid communities. However, despite the prevalence of many thoughtful national education policies that call for the inclusion of children with disabilities in formal education settings, many countries lack formal school-based approaches that effectively identify students who would benefit from targeted supports to maximize their opportunities to participate and learn. To investigate how education systems are identifying students with special learning needs the Education Equity Research Initiative’s Disability Task team established a dedicated working group to undertake a case-study approach to examine formal screening and identification processes across a set of select countries.