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Trials and Tribulations of Collecting Evidence on Effectiveness in Disability-Inclusive Development: A Narrative Review

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  • Hannah Kuper

    (International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Calum Davey

    (International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Lena Morgon Banks

    (International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Tom Shakespeare

    (International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

Abstract

Disability-inclusive development is important because there are a billion people with disabilities, and they often fall behind in income, education, health, and wellbeing. More and better evidence is needed on the effectiveness of how development interventions include and target people with disabilities. This review outlines some of the methodological challenges facing impact evaluations of disability-inclusive development interventions. Identifying people with disabilities is complex. Most approaches focus on impairment or functional limitations. They may or may not recognise environmental or personal factors, which influence the experience of disability. The Washington Group Short Set is widely endorsed for disability assessment; the addition of anxiety and depression items may enhance this tool further. The appropriate outcomes for the impact evaluation should be selected based on the aims and target audience of the intervention, the availability of appropriate tools, and after consultation with people with disabilities. New and better tools are needed to measure the range of impacts that may occur with greater accuracy, including impacts that are direct/indirect, proximal/distal, intended/unintended, and positive/negative. Disaggregation of data by impairment type is recommended to understand the effectiveness of interventions for different groups where the sample size is sufficient to allow meaningful comparisons. The inclusion of people with disabilities throughout the research process will improve the quality and acceptability of the study conducted.

Suggested Citation

  • Hannah Kuper & Calum Davey & Lena Morgon Banks & Tom Shakespeare, 2020. "Trials and Tribulations of Collecting Evidence on Effectiveness in Disability-Inclusive Development: A Narrative Review," Sustainability, MDPI, vol. 12(18), pages 1-11, September.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7823-:d:417321
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    References listed on IDEAS

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    1. Ashrita Saran & Howard White & Hannah Kuper, 2020. "Evidence and gap map of studies assessing the effectiveness of interventions for people with disabilities in low‐and middle‐income countries," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(1), March.
    2. Lena Morgon Banks & Shaffa Hameed & Sofoora Kawsar Usman & Hannah Kuper, 2020. "No One Left Behind? Comparing Poverty and Deprivation between People with and without Disabilities in the Maldives," Sustainability, MDPI, vol. 12(5), pages 1-13, March.
    3. ., 2006. "Capability Approach," Chapters, in: David Alexander Clark (ed.), The Elgar Companion to Development Studies, chapter 8, Edward Elgar Publishing.
    4. Lena Morgon Banks & Hannah Kuper & Sarah Polack, 2017. "Poverty and disability in low- and middle-income countries: A systematic review," PLOS ONE, Public Library of Science, vol. 12(12), pages 1-19, December.
    5. Luo, Yifeng & Zhou, Rachel Yang & Mizunoya, Suguru & Amaro, Diogo, 2020. "How various types of disabilities impact children’s school attendance and completion - Lessons learned from censuses in eight developing countries," International Journal of Educational Development, Elsevier, vol. 77(C).
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    2. Rosa-Eva Valle-Flórez & Ana María de Caso Fuertes & Roberto Baelo & Sheila García-Martín, 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-21, November.
    3. Syeda K. Ahmed & David Jeffries & Anannya Chakraborty & Petra Lietz & Amit Kaushik & Budiarti Rahayu & David Armstrong & Kris Sundarsagar, 2021. "PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(4), December.
    4. Victoria Austin & Kate Mattick & Cathy Holloway, 2021. "“This Is the Story of Community Leadership with Political Backing. (PM1)” Critical Junctures in Paralympic Legacy: Framing the London 2012 Disability Inclusion Model for New Global Challenges," Sustainability, MDPI, vol. 13(16), pages 1-25, August.
    5. Almudena Cotán & Arecia Aguirre & Beatriz Morgado & Noelia Melero, 2021. "Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
    6. Syeda Kashfee Ahmed & David Jeffries & Anannya Chakraborty & Toby Carslake & Petra Lietz & Budiarti Rahayu & David Armstrong & Amit Kaushik & Kris Sundarsagar, 2022. "Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map," Campbell Systematic Reviews, John Wiley & Sons, vol. 18(4), December.

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