Are Children with Disabilities in School and Learning? Evidence from a Household Survey in Rural Punjab, Pakistan

Autor/inn/en	Malik, Rabea; Raza, Fizza; Rose, Pauline; Singal, Nidhi
Titel	Are Children with Disabilities in School and Learning? Evidence from a Household Survey in Rural Punjab, Pakistan
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 2, S.211-231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1749993
Schlagwörter	Preadolescents; Disadvantaged Youth; Poverty; Out of School Youth; Disabilities; Severity (of Disability); Incidence; Gender Differences; Family (Sociological Unit); Surveys; Literacy; Numeracy; Access to Education; Mainstreaming; Public Schools; Private Schools; Developing Nations; Foreign Countries; Pakistan; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Benachteiligter Jugendlicher; Armut; Handicap; Behinderung; Schweregrad; Vorkommen; Geschlechterkonflikt; Familie; Survey; Umfrage; Befragung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Private school; Privatschule; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01