New Guide Targets Better Schooling for Children with Disabilities

22 to 26 September 2025 – A comprehensive data collection guide developed to support the implementation of the Disability Inclusive Pathways: Empowering Children with Disabilities Through Education, Technology and Play project in The Gambia was unveiled during EU funded project training facilitated by CRS in collaboration with the Gambia Federation of the Disabled (GFD). Mohammed Jebou, Lead Researcher presenting during Enumerators’ training organised by Catholic Relief Services (CRS), funded by the European Union (EU) said the guide outlines the methodology and tools that will be used to conduct a census across 12 project schools. The project is part of ongoing efforts to promote inclusive education through evidence-based assessment. Mr Jebou explained that the guide recommends a mixed-methods approach, combining surveys, classroom and school environment observations, focus group discussions with students, and interviews with parents, teachers, and Parent-Teacher Association representatives. An accessibility checklist will also be applied to assess physical and social barriers within schools. According to Mr Jebou- one full day will be allocated for data collection in each school, ensuring participation of both male and female students and inclusion of children with disabilities. He asserted that the guide places strong emphasis on research ethics, requiring informed consent, confidentiality of information, child safeguarding measures, and respect for cultural norms. He advised enumerators to maintain professionalism, avoid controversial discussions, and use person-first language when engaging with participants. He further said the assessment will also include a review of school policies, teacher and administrator surveys, and structured classroom observations. “Data will be collected through both digital and paper-based tools, depending on availability of smartphones among respondents,” he said. The Lead Researcher also explained that the results from the exercise are expected to provide a baseline for tracking progress and to inform policies aimed at improving disability-inclusive education in The Gambia.

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