Promoting access to education for disabled children in low-income countries: do we need to know how many disabled children there are?

Croft, Alison (2012) Promoting access to education for disabled children in low-income countries: do we need to know how many disabled children there are? International Journal of Educational Development, 33 (3). pp. 233-243. ISSN 0738-0593

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Abstract

Poor people are most likely to be disabled, and the exclusion of disabled people from education means that they are also more likely to remain poor. Despite calls for better data to inform the extension of education for disabled children, data in this field remain weak. This paper asks whether a survey of disability prevalence is the best starting point when promoting the educational inclusion of disabled children in low and middle-income countries. The paper analyses what information is needed about disability in education systems, and also analyses difficulties with measuring childhood disability. The paper concludes that the most pragmatic and ethical way forward is to make the most of knowledge we already have to develop and continue learning from existing provision.

Item Type: Article
Additional Information: To revisit to add pub detail. TH 04.03.13
Keywords: disability, international development, inclusive education, special education, development statistics, impact measurement
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education > LC Special aspects of education > LC1200 Inclusive education
L Education > LC Special aspects of education > LC1390 Education of special classes of persons > LC2601 Education in developing countries
L Education > LC Special aspects of education > LC1390 Education of special classes of persons > LC3950 Exceptional children and youth. Special education > LC4015 Children and youth with disabilities
Depositing User: Alison Croft
Date Deposited: 04 Mar 2013 11:29
Last Modified: 21 May 2013 10:52
URI: http://sro.sussex.ac.uk/id/eprint/40500

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