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PENDA

PENDA (Programme for Evidence to Inform Disability Action) is a consortium led by the International Centre for Evidence in Disability.

It creates evidence to achieve long-term improved wellbeing and inclusion of people with disabilities in low and middle income countries, by developing knowledge, people and tools.

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Funded by the UK’s Department for International Development (DFID), PENDA complements their inclusion strategy to address fundamental gaps in the inclusion of people with disabilities in mainstream development. PENDA is working with the DFID funded Disability Inclusive Development programme, led by Sightsavers, to evaluate which of their inclusion interventions have the greatest impact on the lives of people with disabilities.

Knowledge

The programme is generating knowledge on what works in Disability Inclusive Development (DID) explicitly in relation to education, health, livelihoods and reduced stigma. This includes conducting Randomised Control Trials (RCTs) or impact evaluations in LMICs. The progamme is also focused on engaging new and existing researchers in the field, by commissioning out a further series of impact evaluations on the subject.

People

The programme is working on improved research capacity on DID through 1) Collaboration and support with Southern academic partners, 2) Training Southern Academics through a PhD scheme, in particular researchers with disabilities, 3) Training people with disabilities to be participants in data collection and analysis, 4) Building the reputation of Southern partners in DID research.

Tools

The programme is developing and validating tools to help assess what does and doesn't work in DID. This includes quantitative indicators and qualitative approaches, which are being included in trials for testing.

Consortium members

 

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Funded by

 

 

UKAID

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About
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PENDA is a consortium led by the International Centre for Evidence in Disability (ICED), based at London School of Hygiene and Tropical Medicine (LSHTM), funded by the Department for International Development (DFID), in partnership with CBM, ADD international, and Help Age International.

The programme will primarily evaluate the question: What Works in Disability Inclusive Development? This will be the primary focus of the ICED team, with support in country from Disabled Persons Organisations. To help encourage new evidence and ways of thinking about DID, a component of the programme hopes to engage new and existing researchers in the field, commissioning out further studies throughout the life of the programme. This will be a competitive call for applications, which will be assessed independently by an Evaluation Advisory Group.

The programme will also help to build capacity in disability research in LMICs, by collaborating with local academic institutions and supporting individual PhD students in these settings.

PENDA Programme Location
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LSHTM led Evaluations

1. Malawi & India DeWorm3

2. Bangladesh Livelihoods 

3. Uganda Poverty Graduation 

Commissioned Evaluations

1. Bangladesh Education (DID)

Programme team

Hannah Kuper
Director of ICED & Professor of Epidemiology, Co-Programme Lead

Tom Shakespeare
Professor of Disability, Co-Programme Lead

Calum Davey
Deputy Director of the Centre for Evaluation & Assistant Professor, Evaluation Lead

Morgon Banks
Research Fellow ICED

Georgie Gaskell
PENDA Programme  Manager

AJ Climpson-Stewart
ICED Project Coordinator

Programme management and governance

In addition to the programme team, PENDA receives technical advice and direction from groups and committee's to ensure we deliver the best possible evidence, with input from voices in the field.

Steering Committee

The Steering Committee members are representatives from DFID, ADD International, Sightsavers, CBM and Help Age International, their primary role is to ensure the PENDA research is focused on where it is needed, to deliver high quality results for the sector.

Evaluation Advisory  Group

PENDA has established an Evaluation Advisory Group which is made up of five senior researchers at LSHTM:

  • Professor Allen Foster – DID expert
  • Dr Giulia Greco – Health Economist
  • Professor James Hargreaves – Evaluation Scientist
  • Professor Janet Seeley – Qualitative Researcher
  • Professor Helen Weiss – Statistician

The aim of the group is to provide an independent review of all proposed research by PENDA, and oversee the grant commissioning component of the programme.

International Disabled People Advisory Committee

PENDA has also engaged an advisory committee primarily, but not exclusively of persons with disabilities from the global south. The members will meet virtually twice a year to discuss the research and focus of  the programme, advising the PENDA team and helping ensure the research is meeting it's objectives.

The committee is made up of:

  • Ola Abu Alghaib (Wheelchair user, NGO leader, UK but originally Palestinian Territory)
  • Catalina Devandas (Wheelchair user, Lawyer, UN Special Rapporteur on Disability, Costa Rica)
  • Mosharraf Hussein (Wheelchair user, NGO leader, UK but originally  Bangladesh)
  • Diane Kingston (Disability policy expert, lived experience of mental and physical impairments, UK)
  • Yetnebersh Ngussie (Blind inclusion advocate, Ethiopia)
  • Liz Sayce (Mental health advocate, NGO leader, UK)
  • Faustina Urassa (Wheelchair user, Community activist, Tanzania)
  • Joana Passos (Mother of a disabled child, Community activist, Brazil)
Conferences
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Third International Conference on Disability and Development, November 2019

Delegates in the auditorium during a Q&A during the plenary session
Delegates in the auditorium during a Q&A during the plenary session

The Third International Conference on Disability and Development was held at London School of Hygiene & Tropical Medicine in November 2019. It was co-hosted by the International Centre for Evidence in Disability (ICED) and Sightsavers, in partnership with CBM, ADD International and Help Age International, supported by DFID.

Over 180 people joined us to discuss the Evidence in Disability Inclusive Development and where research can focus in future.

Recordings of the plenary sessions can be found below:

Plenary 1: Research Challengers

Plenary 2: Progress with Data

Plenary 3: Ways Forward

Plenary 4: Wrap up and Call to Action

For further information and to find out about future conferences please sign up to our newsletter or contact us at Penda@LSHTM.ac.uk

Many of our speakers and presenters have kindly shared their presentations with us, please feel free to down load a copy.

Abstract Book

Plennary Sessions

Plennary 1

Hannah Kuper, Where are we now?​ Evidence and Gap Map:​ Effectiveness of interventions for people with disabilities in LMICs

Plennary 2

Dan Mont, Administrative data for Inclusion: the example of education management information systems 

Kristin Dunkle, Emerging evidence from the What Works to Prevent Violence Against Women and Girls Global Programme 

Lorraine Wapling, Bringing data to life: the impact of disaggregated data on programme decision-making 

Workshop 1

Access to Health

Sarah Polack, Feasibility and acceptability of an intervention to improve uptake of ear and hearing services for children in Malawi

Kirsty Smith, Perceptions of persons with disabilities in Nigeria towards healthcare

Participatory Methods

Jackie Shaw, Inclusion works! Disability inclusive participatory action learning groups: building better solutions and change practices

Veronika Reichenberger, Participatory Video for Monitoring and Evaluation -A case study

Margo Greenwood, Disability-focused community-based participatory research (CBPR): how is methodological learning shaping design and approach? 

Measurement

Ruth Sanders, Using the Washington Group Short Set for monitoring access to eye care services by people with disabilities. 

Donna Koolmes, Developing a Needs Assessment Tool for Community Based Inclusive Development (CBID): Assessing and monitoring needs for case management.  

Kate Miller, Count Me In, an mHealth app, promotes nutrition and safe feeding for children with disabilities 

Education

Emma Jolley, A mixed-methods study investigating child development outcomes in community-based early childhood settings  

Elena Schmidt, Costing inclusive education of children with disabilities: analysis of expenditures of an inclusive education pilot in Senegal 

Workshop 2

Humanitarian

Klaus Minihuber, Inclusive Humanitarian Aid for Girls, Boys, Women and Men with Disabilities in Response to Cyclone Idai 

Daniel Mont, The Long Lasting Effects of War on Disability

Employment

Stevens Bechange, Evaluation of a model for the economic empowerment of youth with disabilities in rural Uganda 

Mary Wickenden, Promoting disability inclusive formal sector employment: preliminary explorations in preparation for an intervention in Bangladesh, Kenya, Nigeria and Uganda 

Politics and Empowerment

Bhavisha Virendrakumar, Disability inclusive elections in Africa: A systematic review 

Vladimir Pente, Political participation and disability in Cameroon and Senegal: a cross sectional population based survey 

Parent Support

Angelique Kester, Grassroots, family-based services for children with neurological disorders and their families at home in Uganda: an intervention study. 

Heather Michelle Aldersey, Assessing Priority Support Needs of Families of Children with Disabilities in Addis Ababa, Ethiopia 

Karen Bunning, Empowering self-help groups for caregivers of children with disabilities in Kilifi, Kenya: Impacts and their underlying mechanisms 

Workshop 3 

Poverty and Voice

Morgon Banks/Shaffa Hameed, Impact of the Disability Allowance in the Maldives  

 Mohammad Rashidul Islam, Poverty Graduation Model targeting persons with disabilities from extreme poor families: RCT baseline findings from Bangladesh 

Sekandi Deus, Disability and Development: The Ugandan (DPO) perspective 

Rehabilitation and Assistive Technology

Sureshkumar Kamalakannan,  Non- Inclusive Health system for Disability Inclusive Development: Lessons from India 

Tess Bright, Assessing need for ear and hearing services in Malawi using the rapid assessment of hearing loss survey protocol 

Dorothy Boggs, Estimating functional impairments and assistive technology need through population-based surveys: an analysis of data from Cameroon & India and overview of proposed tool

Stigma

Chandalin Vongvilay, Prevalence and attitudes towards disability in Laos: Informing World Education Laos’ CBID approach through findings from a household survey 

Maria Zuurmond, Exploring stigma and discrimination related to cerebral palsy in Burkina Faso 

Ruth Nalugya,  Developing a multi-level intervention targeting disability stigma with children with cerebral palsy and their families in Uganda     

Wash and Girls

Islay Mactaggart, Water, Women and Disability in Vanuatu: Results from a mixed methods study 

Jane Wilbur, Feasibility study of a menstrual hygiene management intervention for people with intellectual impairments and their carers in Nepal 

Mbuso Jama, Using disability data to adapt education programs in marginalised contexts - A Case Study from the Girls Education Challenge (GEC) Project in Zimbabwe’  

 

Research
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We are engaging in multiple studies across the programme, stay up to date on what we are doing below.

    Access of children with disabilities to school-based interventions: an RCT in Malawi and India

    Rationale for the intervention

    There are approximately 150 million children globally with disabilities. [1] Comparable data are lacking, but it is clear that people with disabilities are consistently falling behind in educational inclusion compared to their peers without disabilities. [2] A study using data from Plan showed that across 30 countries, children with disabilities were 5-10 times less likely to be enrolled in school than their peers without disabilities. [3]

    Exclusion of children with disabilities from education is important as:

    • It is in violation of their rights (e.g. under UN conventions of the rights of the child and the rights of persons with disabilities).
    • It will make it more difficult for SDGs to be realised (e.g. SDG on education specifically refers to children with disabilities)
    • It will perpetuate the social exclusion and poverty of children with disabilities and their families.

    However, there is a lack of understanding of the predictors of educational inclusion among children with disabilities in low and middle income countries (LMICs).

    Another important concern is that many child health programmes are now administered through schools (e.g. vision/hearing testing, mass drug administration, health education), and will therefore disproportionately exclude children with disabilities.

    Research question:

    • Do school-based health interventions exclude children with disabilities in Malawi and India? If so, is it more cost-effective to reach children with disabilities who are not attending school through school dissemination with community “mop-up” or through community dissemination?
    • Sub-question: what are the predictors of enrolment in school among children with disabilities in Malawi and India?

    Hypotheses being tested:

    School-based health interventions will exclude children with disabilities. Certain groups of children with disabilities are more vulnerable to exclusion from school: children with intellectual impairments, girls, and children who are poor.

    Brief description of study:

    These questions will be addressed within the Gates-funded DeWorm 3 trial conducted in Malawi and India. Communities are randomised so that children receive deworming at school or in the community. The disability status of all children is assessed through a community census. Coverage of deworming for children with and without disabilities will be compared between the school and community trial arms to assess whether school based dissemination excludes children with disabilities.

    In-depth qualitative interviews with parents and children in each arm of the study will explore factors associated with no or low attendance at school.  Follow up interviews with teachers and access audits at selected schools will identify whether barriers to attendance are operating.

    1.      UNICEF. State of the World's Children 2013. New York: UNICEF, 2013.

    2.      UNESCO. Education and Disability: Analysis of Data from 49 Countries          2018. Available from: http://uis.unesco.org/sites/default/files/documents/ip49-education-disability-2018-en.pdf

    3.      Kuper H, Monteath-van Dok A, Wing K, Danquah L, Evans J, Zuurmond M, et al. The impact of disability on the lives of children; cross-sectional data including 8,900 children with disabilities and 898,834 children without disabilities across 30 countries. PLoS One. 2014;9(9):e107300. doi: 10.1371/journal.pone.0107300. PubMed PMID: 25202999; PubMed Central PMCID: PMC4159292.
    Exploring the needs and experience of people with disabilities in LMICs during the COVID-19 pandemic

    Background

    The one billion people with disabilities – the majority of whom reside in low- and middle-income countries (LMICs) – face an increased risk of experiencing negative health, economic and social consequences from the ongoing COVID-19 pandemic, but are more likely to be excluded from containment and response activities. As part of PENDA, LSHTM in conjunction with in-country partners will conduct a study to explore the experiences and needs of people with disabilities. Current plans include research in Bangladesh, Ghana, India, Turkey (Syrian refugees in Istanbul), Uganada and Zambia. The study will look at particular disability-related risks and ask whether government responses are disability-inclusive. 

    Scope of work

    Research will involve in-depth interviews people with disabilities exploring the immediate and medium-term effects of COVID-19 on daily life and to identify suggestions for improving interventions to better support their needs. We will also conduct in-depth interviews with key informants working in disability and/or COVID-19 related activities to examine the responsiveness of current COVID-19 activities to the needs of people with disabilities.

    In Bangladesh, Zambia, and potentially Turkey, we will also collect quantitative data on the experiences of people with disabilities by surveying households to track the economic impacts of COVID-19 over time, from this we hope to identify disabled individuals and survey the health, social and psychological impacts of COVID-19.

    In Zambia, additional disability questions are being added to an existing survey led by collaborators at the University of Zambia on the impacts of COVID-19.

    Support to the UK Government’s COVID-19 global programming

    We are supporting DFID’s COVID-19 programming by providing an in-house evaluation approach. We are focusing on producing evidence briefs and process evaluations of ‘best practice’ action to meet the needs of persons with disabilities during the COVID-19 crisis.

    We are preparing evidence briefs on:

    1. Social protection for people with disabilities in the era of COVID-19
    2. Access to healthcare for people with disabilities in the era of COVID-19
    3. Access to WASH for people with disabilities in the era of COVID-19
    4. Mental health needs/support in the era of COVID-19
    5. Identification of people with disabilities
    We are working with the Inclusive Futures (Disability Inclusive Development) programme led by Sightsavers International and partners to identify candidate projects to evaluate. .
    Skills Development in Bangladesh

    In partnership with the Inclusive Futures programme PENDA has identified the disability-inclusion approach to the STAR programme, a livelihoods intervention delivered by BRAC for evaluation.

    The programme identifies young people aged 14-18 (or 14-24 for people with disabilities) who have been failed by the education system, are long-term dropouts from school, and not in employment. The STAR programme has been running in Bangladesh since 2012 and has reached approximately 30,000 youth, including 2,100 people with disabilities (7% of total graduates).  However, it is acknowledged that the STAR project requires further adaptations to better support the inclusion of people with disabilities. This adapted disability-inclusion approach is the focus of this evaluation.  

    The main research questions that we will address in this evaluation are:

    • What is the impact of the adapted STAR programme on employment and earnings among young people with disabilities?  
    • What is the impact of the adapted STAR programme on poverty, participation and quality of life among young people with disabilities? 
    • What aspects of the adapted STAR programme were most important for affecting employment outcomes among young people with disabilities?  

    Scope of work

    The objectives of the study will be met through an impact evaluation (cluster-randomised control trial, with complementary qualitative research) and a process evaluation.  A detailed research methodology, including research protocols and logistical plans, are being developed by LSHTM and BRAC Institute of Governance and Development (BIGD).

    Uganda Disability Inclusive Graduation (DIG)

    ICED will carry out an evaluation on the disability-inclusion approach of the DIG programme, a livelihoods intervention delivered by BRAC in Uganda. The programme intends to contribute to SDG 1 and 10 through the expansion of socio-economic empowerment and social protection for some of the most marginalised and vulnerable communities in Uganda, particularly those with disabilities.

    Scope of Work 

    The objectives of the study will be met through an impact evaluation (cluster-randomised control trial, with complementary qualitative research) and a process evaluation.  A detailed research methodology, including research protocols and logistical plans, will be developed by LSHTM and IERC/BIGD.  

    Hygiene and Behaviour Change: Inclusion of people with disabilities and older people in COVID-19 response

    Background

    Hygiene-related behaviour is key for preventing the spread of COVID-19. Consequently, DFID and other donors are supporting these activities in low and middle-income countries (LMICs).

    Older and disabled people are the groups with highest mortality rates from COVID-19. Hygiene-related behaviour change (HBC) programmes must therefore include older and people with disabilities. However, these groups may face challenges protecting themselves from infection (e.g. reliance on carers, lack of accessible information, lower autonomy, lower socio-economic status, and inaccessible sanitation facilities). HBC programmes may need to implement additional activities to reach these groups. Yet, guidance on the inclusion of people with disabilities and older people in COVID-related HBC programmes is still evolving, and practical advice is needed.

    The PENDA programme will conduct an action-research project to support DFID’s Hygiene and Behaviour Change Consortium (HBCC) to include people with disabilities and older people in their COVID-19 response.

    Scope of work

    1. Identify what is needed to ensure people with disabilities and older people benefit equally from DFID investments in the COVID-19 HBCC
    2. Review plans for achieving inclusion of people with disabilities and older people
    3. Evaluate the actual inclusion of people with disabilities and older people in the COVID-19 HBCC activities

    Research activities

    The exact activities and research questions to achieve the objectives will be:

    1. How can people with disabilities and older people benefit equally from DFID investments in HBC?
    2. How can HBCC plans for including people with disabilities and older people be more inclusive? 
    3. How inclusive were HBCC programmes and could they be improved?

     

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    PhD Studentships in Kenya, Uganda and Zambia

    The PENDA Consortium is pleased to support full-time studentships for researchers with disabilities to conduct research to improve the evidence surrounding Disability Inclusive Development. The Consortium is committed to building the capacity of researchers with disabilities from LMICs, and so is funding exciting new studentships in Kenya, Uganda and Zambia.

    The studentships are a partnership between LSHTM and University of NairobiMakerere University and Zambart in collaboration with the University of Zambia. One PhD will be based at each University with additional support and supervision from the International Centre for Evidence in Disability at the London School of Hygiene & Tropical Medicine

    The PENDA studentship will provide the opportunity for researchers to build their knowledge and experience in disability inclusive research over the course of three years and work to the completion of a PhD. The studentship will provide funds for the successful researcher to study at one of these universities with additional supervision provided by LSHTM in London. The studentship will include a stipend to enable the candidate to study full time for three years, provide some research field work costs, provide for reasonable adjustments and spend up to three months of the PhD in London, based at LSHTM.  

    Kenya PhD studentship

    Applications for the Kenyan studentship are now closed. Successful applicants will be notified shortly.

    For more information please email: penda@lshtm.ac.uk 

     

    Uganda

    Florence Ndagire speaking

    We’re pleased to announce Florence Ndagire as the successful recipient of the PhD studentship in Uganda.

    Florence Ndagire, is the first visually impaired female lawyer in Uganda. She holds a bachelor of laws from Makerere University. She was awarded a scholarship by the open Society foundation that enabled her to complete her Master of Law in international and European human rights law at the University of Leeds, United Kingdom. Florence has just receive an award from the London school of Hygiene and Tropical medicine to undertake her PhD on access to health services and facilities for persons with disabilities in Uganda scheduled for 2020-2023.

    Florence is the current chairperson of the UN Women regional civil society advisory group of East and Southern Africa. Florence has worked in several capacities in various civil society organizations, supporting projects and programs on disability rights including lecturing the Course at Makerere University School of law, first as a volunteer and then as a program officer. She previously worked with the UN special rapporteur on disability to support the reports on support services, legal capacity and independent living. Her last assignment was with the World Blind Union, as the human rights policy advisor supporting over 190 countries and member organizations to advance the rights of blind and partially sighted persons in the World.

    Zambia

    Queen

    We’re pleased to announce Seketi Queen as the second successful recipient of the PhD studentship in Uganda.

    Seketi Queen has been selected to receive the PENDA supported PhD studentship in Zambia to complete a PhD in disability inclusive research. Holder of a Bachelor of Arts Degree in Development Studies and a Master of Public Health (MPH) in Population Studies from the University of Zambia, Queen previously worked as a national United Nations Volunteer, with District AIDS Coordination Advisor (DACA) as a functional title. This was under the United Nations Development Programme / Multisectoral Response Initiative project and later for the National AIDS/STI/TB/Leprosy Council in the same capacity.  She has more than 15 years of work experience in the HIV and AIDS sector, to plan, build capacity and facilitate the multisectoral responses to HIV and AIDS at district level.

    The PENDA Scholarship from the London School of Hygiene and Tropical Medicine to pursue PhD Study, at the University of Zambia is for three years, from 2020 to 2023. Her investigation will focus on disability inclusion in the COVID -19 Response Strategy in Zambia. She is also part of the multi country consortium studying the impact of the pandemic on people living with disabilities in Low and Medium Income Countries. Prior to the COVID-19 pandemic, exclusion of people with disabilities in key services were noted world over. She feels it is important to study what changes will be there during and/or after the pandemic, as a way of informing policies/measures to build more resilient and responsive health and other social systems.

    During post graduate study, she worked as a part time tutor in the School of Humanities and Social Sciences in the 2015/2016 and 2016/ 2017 academic years, for the second year course titled Social Political Change in Developing Countries.

    More recently, the District AIDS Coordination Advisor position has been devolved to the Local Government Service Commission. The task environment enabled her to work within the planning department of Mkushi Town Council to guide on policy; build capacity, plan and support research interventions around the multisectoral response and mainstreaming HIV, Gender and Human Rights in development planning. While heading the Multisectoral Response Coordination and

    Management unit in the said department, she collaborated with civil society and government structures to promote the local response to HIV and AIDS. The unit is also the secretariat for the District HIV and AIDS Committee.

    Queen is also a member of the Zambia Institute of Planners: She believes that in all planning, programmes have to be inclusive and accessible to people with disabilities were ever they may be living. Some of her research interest areas include HIV and AIDS; social justice; gender matters; food security; social protection; determinants of health and disability Inclusion in health.

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    Evaluation of an Inclusive Education project in Bangladesh

    In January 2020 we launched the first of four calls for applications to deliver an impact evaluation on a disability inclusive development programme. The first programme to be evaluated is an Inclusive Education Programme in Bangladesh. The Expressions of Interest stage has now closed and second stage applicants have now been notified. 

    Please check back for the next opportunity later this year. 

    Information Webinars

    Information webinars on the first call for applications can be found here.

    Frequently Asked Questions

    1. Can individual applicants apply?

    Due to the scale and nature of the research and grant preference will given to applications from organisations and skilled teams of researchers that demonstrate the breadth of experience and capacity to operate within the research location with various stakeholders.

    2. Is there a limit to number of team members?

    No, assessment will be based on the composition of team experience rather than numbers. Justification of team structure will be crucial in this assessment. 

    3. Can applicants propose new collaborations or should existing relationships be used? 

    Yes new collaborations will be welcomed. It is up to the applicants to decide on the relevant team and collaboration structure and to justify it accordingly. PENDA is supportive of greater collaboration and interaction between researchers from across the globe to increase expertise in disability inclusive research, for example Global South- Global South researchers as well as Global South - Global North researchers. For this call the ability to deliver research within Bangladesh is key but applications led by research organisations based across the Global South will also be welcomed. Justification of team structure and experience is essential

    4. How will 'Operational Partnerships' be measured?

    We will be looking for a combination of experience of delivering similar research alongside strong research delivery mechanisms in Bangladesh. Ideally this experience would be in schools and in inclusive education. Particular attention will be paid to the team structure, capacity to deliver in Bangladesh and the participation and interaction of people with disabilities in the research. 

    5. How long has the intervention been running?

    This is a new intervention that will begin implementing in December 2020-January 2021. This is a new programme so there is no data available.

    6. Are there specific tools you would anticipate researchers should use?

    We are not prescriptive in defining the tools to be used for the evaluation. We do anticipate the use of some standard tools across all our programmes in areas such as the identification children with disabilities, for example the Washington Group Questions. We are also interested in research that looks at current tools and where they work or not and the discussion of new tools or innovations if relevant. 

     

    Resources
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    All of PENDA's papers, publications, and tools will be shared on this page.

    COVID-19 and Disability Webinar 25th June 

    We hosted a webinar on ensuring disability inclusion during COVID-19 responses on the 25th June. The webinar was hosted by Tom Shakespeare, Jane Wilbur, Morgon Banks and Hannah Kuper with a Q&A session afterwards.

    The webinar was recorded and can be viewed below. 

    Online resources mentioned during the webinar can be found below. 

    Guidance on inclusion​

    Guidance on COVID and disability​

    Other resource documents​

    PENDA COVID-19 Disability Inclusion Webinar - Behaviour Change

     

    Disability in Low and Middle Income Countries: Background Thinking

    PENDA have put together a summary of our thinking about Disability in Low and Middle Income Countries and how to evaluate the delivery of disability development programmes. The paper outlines what the programme understands disability to be, how it interacts with other factors and how PENDA hopes to learn more about improving inclusion and participation for people with disabilities in low and middle income countries.

    Disability in Low and Middle Income Countries: Background Thinking

    Take a read and let us know your thoughts at PENDA@LSHTM.ac.uk 

     

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    Monthly updates on PENDA activities - July 2020

    People

    Our COVID-global project is ongoing, collecting mostly qualitative, but also quantitative data, on the experiences of people with disabilities during COVID-19 in Uganda, Zambia, Ghana, India, Bangladesh and the UK.

    We are preparing for the baseline of our impact evaluation, with partners, in Uganda on the effectiveness of the Poverty Graduation Programme that is inclusive of people with disabilities.

    Knowledge

    A PENDA webinar for DFID discussed how to make the COVID-19 response disability-inclusive (webinar here) and commentary to Wellcome Open to learn from the UK experience (paper here).

    Tool

    The Disability Evidence Portal is live, and Tom Shakespeare wrote a blog about it. Campbell reviews are underway to assess what works to promote education, livelihood, social inclusion and empowerment for people with disabilities. 

    June 2020

    People

    Knowledge

    • A PENDA webinar for DFID discussed how to make the COVID-19 response disability-inclusive (webinar here) and commentary to Wellcome Open to learn from the UK experience (paper here).

    Tools

    • The Disability Evidence Portal is live, and Tom Shakespeare wrote a blog about it.
    • Campbell reviews are underway to assess what works to promote education, livelihood, social inclusion and empowerment for people with disabilities.
    May 2020

    People

    Knowledge

    • A PENDA webinar for DFID discussed how to make the COVID-19 response disability-inclusive (webinar here) and commentary to Wellcome Open to learn from the UK experience (paper here).
    • Due to the COVID-19 pandemic, we have had to delay our fieldwork on impact evaluations. We are in discussion with DFID on including new COVID and disability-related research in the meantime.

    Tool

    • The Disability Evidence Portal is live, and Tom Shakespeare wrote a blog about it.
    • Campbell reviews are underway to assess what works to promote education, livelihood, social inclusion and empowerment for people with disabilities.
    April 2020

    People

    • The two PhD students have been selected, and are starting to prepare their research plans.

    Knowledge

    • Due to the COVID-19 pandemic, we have had to delay our fieldwork on impact evaluations. We are in discussion with DFID on including new COVID and disability-related research in the meantime.

    Tools

    • There has been a soft launch of the evidence portal. Please share your feedback with us!
    March 2020

    People

    • We have recruited two PhD students, who are women with disabilities from Zambia and Uganda. Welcome to the PENDA team Queen and Florence!

    Knowledge

    • We have short-listed the teams for the impact evaluation that we are commissioning out, and are planning a second open competition for later in 2020.
    • We are busy finalising the protocol for the impact evaluation of the Disability Inclusive Poverty Graduation Programme in Uganda, together with BRAC and HI.
    • We are developing the methods for the impact evaluation of the STAR programme for inclusive livelihood in Bangladesh, together with BIGD and DID partners.
    • We are wrapping up fieldwork for the school inclusion study in India and Malawi, including the qualitative fieldwork.

    Tools

    • As mentioned above, we have started to plan for a MOOC on disability research methods.
    • The soft launch of the evidence portal is imminent!
      February 2020
      • Tom Shakespeare has completed visits to Bangladesh and India in January, where he trained researchers about conducting disability-focussed studies.
      • Hannah and Calum Davey travelled to Uganda to start planning for an impact evaluation on a poverty graduation programme, in collaboration with BRAC and HI.
      • We have recruited our first PhD student in Uganda, and are short-listing candidates for Zambia.
      • We are wrapping up fieldwork for the school inclusion study in India and Malawi.
      • We are finalising the first version of the Evidence Portal, to guide policy makers on disability-inclusive programmes. 
      January 2020
      • Plans of visiting India and Bangladesh, where Tom Shakespeare is conducting training of researchers on disability, and we are furthering our plans for impact evaluation  
      • We are preparing to launch our first commissioning project (see above for details)  
      • We are interviewing people with disabilities in Uganda to join our PhD programme, and eagerly awaiting the applications from candidates in Zambia.
      • Planning webinar series for launch in early 2020.
      December 2019
      • We are launching our PhD scheme in Zambia and Uganda
      • We are finalising the plans for the impact evaluations
      • We are making plans to visit India and Bangladesh in January
      • We are collaborating with partners on ongoing fieldwork in India and Malawi within the DeWorm Study.
      • We are planning webinar series for launch in early 2020.
      November 2019
      • Tom Shakespeare and Hannah Kuper visited India to plan for the DeWorm Sub-Study on the inclusion of children with disabilities in school-based health care programmes.
      • Calum Davey and Morgon Banks visited Bangladesh to start discussions on the impact evaluation of an informal employment scheme for people with disabilities, which is part of DFID’s DID project
      • Fieldwork is ongoing in India and Malawi within the DeWorm Study.
      • We are launching application to our PhD scheme for researchers with disabilities in Kenya, Zambia and Uganda.

      Work is progressing well on development of the Evidence Portal on Disability Inclusive Development!

      October 2019
      • This month, we will be launching applications to our PhD scheme for researchers with disabilities in Kenya, Zambia and Uganda.
      • We will also be starting our webinar series this month. Watch this space!
      • Last month, Tom Shakespeare and Hannah Kuper visited Malawi to conduct a joint training of DPO members and researchers on research about disability. We also finalised our plans for our study about whether school-based health programmes exclude children with disabilities – underway in Malawi and India.
      • We will be visiting India and Bangladesh to prepare for future impact evaluations on school-based health programmes, informal employment and inclusive education.

      Still time to register for the PENDA Conference at LSHTM on November 5-6, 2019 on Evidence in Disability Inclusive Development, co-hosted with Sightsavers.

      September 2019
      • Information is now available about our study to assess whether school-based health programmes exclude children with disabilities – underway in Malawi and India.
      • As part of PENDA, we are setting up a working group on “Measuring Inclusion” to share ideas and expertise. If you are interested in participating in the working group, please email Islay Mactaggart for more information
      • Still time to register for the PENDA Conference at LSHTM on November 5-6, 2019 on Evidence in Disability Inclusive Development, co-hosted with Sightsavers.
      August 2019

      People

      • We are almost ready to start recruiting for our PhD programme for people with disabilities from African Countries. We will circulate the advert later this summer – please share far and wide!

      Knowledge

      • Our background paper is now “live”,  explaining our approach to disability inclusion and evaluation.
      • Tom Shakespeare has been working with DFID as a special advisor on their report: “DFID’s work on disability-inclusive development".
      • We have started to make plans to develop an Evidence Portal, where we will display evidence related to disability-inclusive development in a format that is useful for policy and decision makers.
      • We are getting ready for our conference in November!

      Tools

      • We are reviewing tools available to measure participation of people with disabilities, and accessibility of infrastructure, to be used throughout our projects.
      July 2019

      People

      • We are putting the finishing touches onto our PhD programme for people with disabilities from African Countries. We will circulate the advert later this summer – please share far and wide

      Knowledge

      • We have started our first Impact Evaluation in Malawi! This study explores whether children with disabilities are excluded from school-based, in comparison to community-based, health programmes. We will repeat the same study in India. We will also investigate barriers and facilitators to inclusion of school among children with disabilities, using qualitative and quantitative methods.
      • We will be commissioning out 4 impact evaluations to be conducted by external groups. We are aiming to launch the first call later this summer.

      Tools

      • In the coming years, we will work on developing and refining tools in four areas:– to measure attitudes, accessibility, participation and multi-dimensional poverty. Watch this space!