Learning for Some? Testing the Promise of Inclusion in Zambia's Classrooms

Arja Dayal

Despite expanded access in low- and middle-income countries (LMICs), foundational learning remains unequal, with millions of children unable to read a simple text or do basic arithmetic by the end of primary school. The World Bank characterizes this not only as a "learning crisis" but also a "moral crisis." Students with disabilities sit at the intersection of this crisis, yet their experiences are under-examined in both research and reform evaluations. My dissertation addresses this gap by integrating two historically parallel agendas: the foundational learning crisis and disability inclusion. Centering disability as a critical lens, I conduct a disability-centered equity inquiry that investigates whether policy commitments translate into equitable classroom realities. Using Zambia as a case study, I employ a dual diagnostic and evaluative design examining longitudinal learning trajectories, teacher recognition of functional difficulties, peer inclusion dynamics, and responsiveness of Zambia's adaptation of Teaching at the Right Level, the Catch Up program. To my knowledge, this constitutes the first large-scale, multidimensional quantitative investigation of disability inclusion in mainstream schools in an LMIC context. My dissertation bridges a critical gap between disability studies and educational equity research in LMICs by shifting the focus beyond access to examine how students with disabilities learn, are recognized, belong, and benefit in mainstream classrooms. By integrating these dimensions, the study provides a comprehensive understanding of how inclusion unfolds in practice and evaluates whether national remedial reform effectively addresses persistent inequities in foundational learning and social participation for students with disabilities.

About Arja Dayal

Arja Dayal is a doctoral candidate in the International Education program at NYU Steinhardt. Her research lies at the intersection of education policy, social psychology, and disability studies, with a focus on inclusive and equitable education for marginalized populations in low- and middle-income countries. She also serves as a Senior Education Research Advisor at Teaching at the Right Level (TaRL) Africa. With nearly a decade of experience spanning research, policy, and classroom practice, she employs rigorous, interdisciplinary, and quantitative approaches to study education systems. Prior to her doctoral studies, she collaborated with academics, governments, donors, and implementing partners to conduct large-scale evaluations, including randomized controlled trials in Liberia and Sierra Leone with Innovations for Poverty Action, as well as mixed-methods quasi-experimental research in Timor-Leste. She began her career as a Teach for India Fellow, teaching second and third grade in a low-income public school, where she worked closely with students, families, and school leadership to improve learning outcomes and community engagement. She holds a Master of Public Administration in Development Practice from Columbia University's School of International and Public Affairs and a bachelor's (honors) degree in Economics from Hindu College, University of Delhi.