This study explores the experiences of children with disabilities in Khyber Pakhtunkhwa and Sindh. Primary and junior secondary schools will be chosen and children will be sampled to include those with sensory impairment (vision and hearing), physical impairment, intellectual impairment, learning disability and development disorders. Their experiences of teaching methods and learning materials, physical and social school environments, and the role played by families and communities in children’s access to and experiences of education will be investigated. Following analysis, preliminary findings will be shared at validation workshops in each school. The evidence generated will support contextually appropriate strengthening of inclusive educational policy and practice in ways aligned to the expressed needs of children with disabilities and their families.
