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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.

Suggested Citation

  • 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. 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.
    2. 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.
    3. 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, December.
    4. 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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