Ian Kaplan
Dados Biográficos
| ID | 9508568 |
|---|---|
| NOME | Ian Kaplan |
| PRENOMES | Ian |
| SOBRENOME | Kaplan |
| ASSINATURA | KAPLAN I |
| AFILIAÇÕES | Enabling Education Network – EENET, Mottram, UK |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 8 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Are Children with Disabilities Learning When Included in School? a Capability Approach to Participation in the Learning Process in Afghanistan and Pakistan
Children with disabilities represent 240 million globally. The sustainable development goal 4 calls for inclusive and equitable quality education for all, including children with disabilities. Unfortunately, children with disabilities are more likely to never attend school or drop out early in the process due to multiple barriers. We conducted a randomised control trial aiming at improving children’s learning outcomes in 203 primary schools of Af…
Improving child mental health and learning outcomes and reducing stigma and discrimination in conflict setting
BACKGROUND: Conflict and crises have long-lasting and dramatic consequences on the mental health of children. We aimed to investigate the effectiveness of a psychosocial intervention on child mental health in Afghanistan. METHODS: A two-arm cluster-randomized controlled trial was conducted in 83 rural primary schools within three provinces of Afghanistan. Children in Grades 3-6, their teachers, and one adult family member were enrolled. Schools w…
The impact of a participatory intervention to improve learning outcomes and reduce school-based discrimination and community stigma in primary rural schools of Afghanistan
The urgency of transforming the Midwestern U.S. landscape into more than corn and soybean
Time to stop polishing the brass on the Titanic
Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The g…
The urgency of transforming the Midwestern U.S. landscape into more than corn and soybean
Time to stop polishing the brass on the Titanic
Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The g…
Time to stop polishing the brass on the Titanic
Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The g…
The urgency of transforming the Midwestern U.S. landscape into more than corn and soybean
The impact of a participatory intervention to improve learning outcomes and reduce school-based discrimination and community stigma in primary rural schools of Afghanistan
Are Children with Disabilities Learning When Included in School? a Capability Approach to Participation in the Learning Process in Afghanistan and Pakistan
Children with disabilities represent 240 million globally. The sustainable development goal 4 calls for inclusive and equitable quality education for all, including children with disabilities. Unfortunately, children with disabilities are more likely to never attend school or drop out early in the process due to multiple barriers. We conducted a randomised control trial aiming at improving children’s learning outcomes in 203 primary schools of Af…
Improving child mental health and learning outcomes and reducing stigma and discrimination in conflict setting
BACKGROUND: Conflict and crises have long-lasting and dramatic consequences on the mental health of children. We aimed to investigate the effectiveness of a psychosocial intervention on child mental health in Afghanistan. METHODS: A two-arm cluster-randomized controlled trial was conducted in 83 rural primary schools within three provinces of Afghanistan. Children in Grades 3-6, their teachers, and one adult family member were enrolled. Schools w…
Cluster (spacecraft) (2 obras) · Cluster randomised controlled trial (2 obras) · Action (physics (1 obra) · Agricultural economics (1 obra) · Agronomy (1 obra) · American Environmental and Regional History (1 obra) · Biology (1 obra) · Capability approach (1 obra) · Collaborative Teaching and Inclusion (1 obra) · Control (management) (1 obra)