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Disability and school attendance in 15 low- and middle-income countries

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  • Mizunoya, Suguru
  • Mitra, Sophie
  • Yamasaki, Izumi

Abstract

Out of school children are a critical issue in education and development. Very little is known as to whether a disability is associated with a higher risk of being out of school for children in developing countries. This paper presents and analyzes the gap in enrolment in both primary and secondary education between children with and without disabilities using for the first time an internationally tested and comparable measure of functional difficulties (e.g. seeing, hearing, and walking). Using nationally representative datasets from 15 developing countries, this paper finds a consistent and statistically significant disability gap in both primary and secondary school attendance. The paper econometrically examines potential explanations for this disability gap using several specifications. A household fixed effect model shows that disability reduces the probability of school attendance by a median 30.9 percentage points, and that neither individual characteristics nor their socio-economic and unobserved household characteristics explain the disability gap. While general poverty reduction policies through for instance social transfers to the poor may improve school attendance in general, they seem unlikely to close the disability gap in schooling. The disability gap for primary–age children follows an inverted U-shape relationship with GNI per capita. This suggests that, as GNI per capita rises and more resources become available for improving access to education in middle-income countries, children without disabilities increasingly attend school, whereas the situation of children with disabilities may improve more slowly. Despite the adoption of an inclusive education agenda globally, this paper shows that more research and policy attention is needed to make schooling disability-inclusive in developing countries. More attention is also necessary regarding the functional difficulties experienced by children, as some may be preventable and the schooling inequalities associated with them may thus be avoidable.

Suggested Citation

  • 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.
    • Handle: RePEc:eee:wdevel:v:104:y:2018:i:c:p:388-403
    DOI: 10.1016/j.worlddev.2017.12.001
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    2. Lena Morgon Banks & Shaffa Hameed & Sofoora Kawsar Usman & Hannah Kuper, 2020. "No One Left Behind? Comparing Poverty and Deprivation between People with and without Disabilities in the Maldives," Sustainability, MDPI, vol. 12(5), pages 1-13, March.
    3. Tatyana Pritvorova & Yelena Petrenko & Nikolay Gelashvili, 2022. "Energy Costs Impact on Disabled Children’s Rehabilitation Opportunities in Kazakhstan," Energies, MDPI, vol. 15(6), pages 1-13, March.
    4. Mitra,Sophie & Yap,Jaclyn Lourdes Alcala & Herve,Justine Francoise Marie & Chen,Wei, 2021. "Inclusive Statistics : Human Development and Disability Indicators in Low- and Middle-Income Countries," Policy Research Working Paper Series 9626, The World Bank.
    5. Jean-Francois Trani & Kyle A. Pitzer & Juanita Vasquez Escallon & Parul Bakhshi, 2022. "Access to Services from Persons with Disabilities in Afghanistan: Is Community Based Rehabilitation Making a Difference?," IJERPH, MDPI, vol. 19(10), pages 1-26, May.
    6. Mónica Pinilla-Roncancio, 2023. "Multidimensional Measures and the Extra Costs of Disability: How Are They Related?," IJERPH, MDPI, vol. 20(3), pages 1-15, February.
    7. Ahmed Ramadan Shokry Shahat & Giulia Greco, 2021. "The Economic Costs of Childhood Disability: A Literature Review," IJERPH, MDPI, vol. 18(7), pages 1-25, March.
    8. 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, September.
    9. Mark T Carew & Tim Colbourn & Ellie Cole & Richard Ngafuan & Nora Groce & Maria Kett, 2019. "Inter- and intra-household perceived relative inequality among disabled and non-disabled people in Liberia," PLOS ONE, Public Library of Science, vol. 14(7), pages 1-18, July.
    10. Zuilkowski, Stephanie Simmons & Marty, Ana H., 2021. "Student perceptions of school safety and student learning outcomes in a context of protracted conflict," International Journal of Educational Development, Elsevier, vol. 82(C).
    11. 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).
    12. Bacon, Victoria R. & Kearney, Christopher A., 2020. "School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis," Children and Youth Services Review, Elsevier, vol. 118(C).
    13. Bose, Bijetri & Heymann, Jody, 2020. "Do inclusive education laws improve primary schooling among children with disabilities?," International Journal of Educational Development, Elsevier, vol. 77(C).
    14. Ola Abualghaib & Nora Groce & Natalie Simeu & Mark T. Carew & Daniel Mont, 2019. "Making Visible the Invisible: Why Disability-Disaggregated Data is Vital to “Leave No-One Behind”," Sustainability, MDPI, vol. 11(11), pages 1-11, May.
    15. 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.
    16. Lena Morgon Banks & Matthew Walsham & Shailes Neupane & Saurav Neupane & Yogendra Pradhananga & Mahesh Maharjan & Karl Blanchet & Hannah Kuper, 2019. "Access to Social Protection Among People with Disabilities: Mixed Methods Research from Tanahun, Nepal," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 31(4), pages 929-956, September.

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