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Cycle 6 (2017 Deadline)

Students with disabilities and pedagogical practices of teachers in the schools in three regions of Haiti

PI: Rochambeau Lainy,, The GIECLAT (Groupe d’Initiative pour l’Etude de la Cognition, du Langage, de l’Apprentissage et des Troubles)
U.S. Partner: Nathalis Wamba, Queens College
Project Dates: April 2018 - March 2021

Project Overview:

This project will involve collection and analysis of data on students with disabilities and the pedagogical practices of their teachers in areas of Haiti devastated by Hurricane Matthew on October 3, 2016. The Grand Anse, Nippes, and Southern areas of Haiti suffered massive destruction of all infrastructures, including housing, health, transportation, and education; many people in these areas of Haiti had probably already been devastated by the severe earthquake in January 2010. While there are ongoing efforts to respond to basic needs of survivors, less than two percent of humanitarian aid efforts go to education. Of the humanitarian aid for education, very little is allocated for children with disabilities. In post-earthquake and hurricane reality, meeting basic life needs is difficult for everyone (with or without disabilities) in the best of circumstances. The Haitian Ministry of Education has begun to address the educational needs of those with disabilities, but demographic summaries suggest that less four percent of children with disabilities are registered in school. It is reasonable to expect (but we don’t know) that today the number is even smaller and that children with disabilities are receiving very little education. Given this large area of need, Dr. Lainy and his colleagues will focus their project on expanding known data about youth with disabilities in Haiti. The objectives of this project are to (1) estimate the number of students with disabilities in three departments of Haiti, (2) survey the needs of students with disabilities in these departments, (3) determine services received by these students, and (4) describe the educational context for these students, including resources and practices of teachers and schools.

Since the devastating earthquakes in 2010, Haiti has received $4.2 billion from the U.S. Government to help transition from disaster relief to a long-term development plan. This project will support these goals by building an information infrastructure about the status and needs of those with disabilities in Haiti, many of whom were disabled directly by the disaster events. Expected specific results and outcomes of the project include:

1. Providing donors and stakeholders (e.g., USAID/Haiti, the Ministry of National Education, NGOs, etc.) with credible and reliable data to guide their actions to increase access to educational activities to youth with disabilities in Haiti
2. A description of the causes, symptoms, and impacts of mental and/or motor disabilities among school students in Grand Anse, Nippes, and Southern areas of Haiti
3. A description of the limitations of the pedagogy used and the weakness of the available infrastructures
4. Increased awareness among teachers, principals, parents, and local authorities regarding the impacts of disabilities
5. A set of resources and way forward to assist students with disabilities
6. A summary description and analysis of the psychological impacts of disabilities on students

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