Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing.

Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low-and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer 'caregiver' in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.Ré sumé L'étroitesse de la portée et de la conceptualisation de l'inclusion de jeunes enfants handicapés dans le corpus de recherche dans les pays à revenu faible et (PRFI) contextes intermédiaire, nous puisons dans une perspective de systèmes bioécolo-giques pour proposer des paramètres pour une unité d'analyse plus large. Notre perspective situe le développement humain dans un contexte culturel spécifique dans lequel la famille, les pairs et la scolarité sont considérés comme des éléments clés pour apporter une réponse à la question des jeunes enfants handicapés dans un contexte donné. Nous décrivons un nouveau modèle bioécologique pour illustrer les facteurs proximaux et distants qui peuvent influencer le développement des enfants 123International Journal of Early Childhood (2018) 50:159-174 https://doi.org/10.1007/s13158-018-0223-y( 0123456789().,-volV) (0123456789().,-volV)

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Malawi has adopted a policy on inclusive education (IE) in an attempt to respond to disability-related inequalities in education and conform to international standards and frameworks (ISFs) on IE. Learners with disabilities are therefore included in the mainstream education institutions. However, there are challenges in its implementation at all levels of education in Malawi. The purpose of this paper therefore was to explore whether there are positive learner-and teacher-based factors that can be utilised to enhance the effective delivery of IE in Malawi's inclusive secondary schools. Located within the interpretative paradigm, the study adopted qualitative methodology to address the issues at hand. Semi-structured interviews were used to collect data from the teachers and learners with disabilities. Thematic analysis was used to analyse data. The findings revealed that there are positive learner-and teacher-based positive factors despite amidst challenges in the implementation of IE in Malawi's secondary schools which can be utilized to enhance its effective delivery. The paper therefore argues that IE could be progressively realized in Malawi if policy efforts can build on such factors. It then recommends that the Ministry of Education should develop the strengths of teachers and learners through systems of rewards and recognition.Furthermore, teachers should be fully supported through IE training and formulation of responsive conditions of service, and have access to appropriate career paths so that they can be retained in the schools. Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system. (UNESCO, 1994, para. 2, p. ix) More recently, the Convention on the Rights of Persons With Disabilities (UN, 2006) stipulates that "The educational system must not exclude persons with disabilities" (Article 24[2]). This means that an IE system must facilitate equal access to its services. As stipulated in these ISFs, the tenets of IE are non-discrimination, participation, and valuing diversity. Thus, no learner should be discriminated in the education system; all learners should be given equal opportunity to participate in all the activities in the schools and it is important to accept differences among the people. For instance, Mittler (2000) pointed out that IE is based on "A value system that welcomes and celebrates diversity arising from gender, nationality, race, language of origin, social background, level of educational achievement or disability" (p. 10).The examination of IE studies at the global level has underlined a global trend to implement relevant ISFs that advocate for IE noting the challenges encountered in resource-poor countries, such as Malawi as well as the gaps between policy i...