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How various types of disabilities impact children’s school attendance and completion - Lessons learned from censuses in eight developing countries

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  • Luo, Yifeng
  • Zhou, Rachel Yang
  • Mizunoya, Suguru
  • Amaro, Diogo

Abstract

Equity in education is a central issue for researchers and policymakers, and inequality in access to education for students with disabilities is one of the most critical challenges. Existing studies treat school-age children with different kinds of disabilities as a homogeneous group due to sample size limitations, while this study sheds light on the interaction between education systems and heterogeneous disabilities using census data from eight developing countries in 2006-2012, overcoming the problem of small sample size. We find that there are consistent gaps in education indicators between students with and without disabilities and students with different kinds of disabilities.

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  • 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).
    • Handle: RePEc:eee:injoed:v:77:y:2020:i:c:s0738059320303813
    DOI: 10.1016/j.ijedudev.2020.102222
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    References listed on IDEAS

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    1. Deon Filmer, 2008. "Disability, Poverty, and Schooling in Developing Countries: Results from 14 Household Surveys," The World Bank Economic Review, World Bank, vol. 22(1), pages 141-163, January.
    2. Melanie K. Jones & Paul L. Latreille & Peter J. Sloane, 2006. "Disability, gender, and the British labour market," Oxford Economic Papers, Oxford University Press, vol. 58(3), pages 407-449, July.
    3. Daniel Mont & Nguyen Viet Cuong, 2011. "Disability and Poverty in Vietnam," The World Bank Economic Review, World Bank, vol. 25(2), pages 323-359.
    4. Mizunoya, Suguru & Mitra, Sophie & Yamasaki, Izumi, 2018. "Disability and school attendance in 15 low- and middle-income countries," World Development, Elsevier, vol. 104(C), pages 388-403.
    5. Mitra, Sophie & Posarac, Aleksandra & Vick, Brandon, 2013. "Disability and Poverty in Developing Countries: A Multidimensional Study," World Development, Elsevier, vol. 41(C), pages 1-18.
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    Cited by:

    1. Carew, Mark T. & Rotenberg, Sara & Chen, Shanquan & Kuper, Hannah, 2024. "Counting who makes the grade: Updated estimates of the share of over-age for grade learners in sub-Saharan Africa using MICS6 data," International Journal of Educational Development, Elsevier, vol. 107(C).
    2. Wei Lu & Yuechen Li & Rongkun Zhao & Bo He & Zihua Qian, 2022. "Spatial Pattern and Fairness Measurement of Educational Resources in Primary and Middle Schools: A Case Study of Chengdu–Chongqing Economic Circle," IJERPH, MDPI, vol. 19(17), pages 1-23, August.
    3. Neha B. Upadhayay & Qahraman Kakar, 2021. "Access to schools and learning outcomes of children with disabilities in Pakistan. Findings from a household survey in four administrative units," Erudite Working Paper 2021-06, Erudite.
    4. Muhammad Qahraman Kakar, 2021. "Ethnic Disparities, Women Education and Empowerment in South Asia," Erudite Ph.D Dissertations, Erudite, number ph21-01 edited by Manon Domingues Dos Santos.
    5. 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.

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