School Enrolment and Learning Outcomes for Children with Disabilities: Findings from a Household Survey in Pakistan

Autor/inn/en	Singal, Nidhi; Sabates, Ricardo; Aslam, Monazza; Saeed, Sahar
Titel	School Enrolment and Learning Outcomes for Children with Disabilities: Findings from a Household Survey in Pakistan
Quelle	In: International Journal of Inclusive Education, 24 (2020) 13, S.1410-1430 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabates, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1531944
Schlagwörter	Students with Disabilities; Rural Areas; National Surveys; Elementary Secondary Education; Access to Education; Outcomes of Education; Literacy; Numeracy; Foreign Countries; Severe Disabilities; Comparative Analysis; Peer Groups; Sibling Relationship; Family Environment; Educational Attainment; Pakistan + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rural area; Ländlicher Raum; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Severe disability; Schwerbehinderung; Gleichaltrigengruppe; Peer Group; Sibling relations; Geschwisterbeziehung; Familienmilieu; Bildungsabschluss; Bildungsgut
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01