Disability Types and Children's Schooling in Africa

Zhang, Huafeng; Holden, Stein T.

doi:10.2139/ssrn.4096305

Cited by 2 publications

(2 citation statements)

References 32 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Children with disabilities might lag in numeracy skills if they do not attend school as much as their non-disabled peers. Earlier studies found that children with disabilities are exposed to a higher risk of not attending school, enrolling late, or dropping out of school early [ 15 , 17 , 18 , 27 ]. The factors constraining disabled children from school attendance can be diverse due to their varied functional difficulties.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Numeracy skills learning of children in Africa:—Are disabled children lagging behind?

Zhang

Holden

2023

PLoS ONE

View full text Add to dashboard Cite

Significant progress has been achieved in universal basic education in African countries since the late 1990s. This study provides empirical evidence on the within- and across-country variation in numeracy skills performance among children based on nationally representative data from eight African countries (DR Congo, The Gambia, Ghana, Lesotho, Sierra Leone, Togo, Tunisia, and Zimbabwe). We assess whether and to what extent children with disabilities lag in numeracy skills and how much it depends on their type of disabilities. More specifically, we explore whether disabled children benefit equally from better school system quality. The assessment is analysed as a natural experiment using the performance of non-disabled children as a benchmark and considering the different types of disabilities as random treatments. We first evaluate the variation in average numeracy skills in the eight African countries. They can roughly be divided into low- and high-numeracy countries. We apply Instrumental Variable (IV) methods to control the endogeneity of completed school years when assessing subjects’ school performance and heterogeneous disability effects. Children with vision and hearing disabilities are not especially challenged in numeracy skills performance. The low numeracy skills among physically and intellectually disabled children are mainly attributable to their limited school attendance. Children with multiple disabilities are constrained both by low school attendance and by poor numeracy skills return to schooling. The average differences in school performance across the high- versus low-numeracy skill country groups are larger than the within-group average differences for disabled versus non-disabled kids. This indicates that school enrolment and quality are crucial for children’s learning of numeracy skills, and that disabled children benefit equally from better school quality across these African countries.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Children with multiple disabilities have the lowest numeracy skills return to schooling among all disability types . Children with multiple disabilities are exposed to higher challenges [ 27 ] because they have fewer opportunities of substituting across senses and functions in their learning processes.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Numeracy skills learning of children in Africa:—Are disabled children lagging behind?

Zhang

Holden

2023

PLoS ONE

View full text Add to dashboard Cite

show abstract

Usage of Differentiated Instruction on Enhancing Personal Skills among Pupils in Special Primary Schools in Kilimanjaro Region, Tanzania

Paul Simba,

M. Mbua,

Ogoti

2024

International Journal of Innovative Science and Research Techno

View full text Add to dashboard Cite

In the course of an exhaustive study conducted within the territorial confines of the Kilimanjaro Region, United Republic of Tanzania, the researchers undertook a detailed examination of the application of differentiated instructional methodologies in enhancing personal competencies among pupils in specialized primary educational institutions. The sample population specifically included 28 educators, 29 pupils, 4 educational officers, and 4 school administrators. The research utilized a convergent design, employing both quantitative and qualitative data sets to ensure comprehensive analysis. Instruments utilized for data collection comprised structured questionnaires, interview protocols, observation checklists, and focus group discussions. Throughout the research process, rigorous adherence to ethical standards, including the safeguarding of participant confidentiality and anonymity, was maintained. The findings of the study indicated that the implementation of differentiated instruction had a statistically significant positive effect on the enhancement of personal competencies among pupils with special needs, evidenced by a grand mean score of 3.9. The participating educators acknowledged the critical importance of tailoring instructional strategies to the individual readiness levels of each pupil. The study concluded that differentiated instruction represents an effective and essential pedagogical approach for fostering both academic and personal growth among pupils with special educational needs, the study recommends the widespread implementation of differentiated instructional practices across similar educational settings to more effectively support the educational development of pupils with special needs.

show abstract

Disability Types and Children's Schooling in Africa

Cited by 2 publications

References 32 publications

Numeracy skills learning of children in Africa:—Are disabled children lagging behind?

Numeracy skills learning of children in Africa:—Are disabled children lagging behind?

Usage of Differentiated Instruction on Enhancing Personal Skills among Pupils in Special Primary Schools in Kilimanjaro Region, Tanzania

Contact Info

Product

Resources

About