School enrolment and learning outcomes for children with disabilities
Findings from a household survey in Pakistan
Bibliographic Data
| ID | 12579368 |
|---|---|
| Authors | Nidhi Singal (0000-0001-5900-168X, University of Cambridge, corresponding author), Ricardo Sabates (0000-0002-1433-5667, University of Cambridge), Monazza Aslam (University of Oxford), Sahar Saeed (0000-0002-0224-379X, Deputy Director Research, ITA, Lahore, Pakistan) |
| Year | 2018 |
| Volume | 24 |
| Issue | 13 |
| Pages | 1410-1430 |
| Publication date | 2018-10-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1531944 |
| OpenAlex | W2896870851 |
| Language | EN |
| Citations received | 8 |
| References cited | 8 |
This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research
Developmental psychology · Inclusion (mineral · Learning disability · Literacy · Mathematics education · Numeracy · Pedagogy · Reading (process · Sibling · Special education · Disability Education and Employment · Financial Literacy, Pension, Retirement Analysis · Poverty, Education, and Child Welfare · Psychology · Social Psychology
Are Children with Disabilities Learning When Included in School? a Capability Approach to Participation in the Learning Process in Afghanistan and Pakistan
Factors influencing the educational outcomes of children with disabilities in inclusive schools-a “best-fit” framework synthesis review
Examining how domains of functional difficulties affect children's school enrollment in Egypt
Dismantling barriers and advancing disability-inclusive education
How various types of disabilities impact children’s school attendance and completion - Lessons learned from censuses in eight developing countries
Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan
Nonmedical barriers and needs of rural children with disabilities and their families in Asia
Access to schools and learning outcomes of children with disabilities in Pakistan
| Citations per year | 1.33 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |