Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion

Johansson, Shruti Taneja; Singal, Nidhi; Samson, Meera

doi:10.1080/1034912x.2021.1917525

Cited by 20 publications

(21 citation statements)

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“…This study and others have found that attending school or even progressing to higher grades may not be indicative of children with disabilities’ learning (Banks et al 2019 ; Singal 2008 ). Whilst the quality of education is an issue for all children, children with disabilities appear more likely to be excluded from the learning process because of the lack of inclusive education provisions, including teacher training and specialist resources (Chitiyo et al 2015 ; Jolley et al 2018 ; Mkandawire, Maphale & Tseeke 2016 ; Taneja-Johansson et al 2021 ). In the study areas, less than 2% of primary school classrooms had any inclusive education resources (MoEM 2021).…”

Section: Discussionmentioning

confidence: 99%

“…A variety of challenges can create barriers to educational inclusion, participation and attainment amongst children with disabilities, including inaccessible school facilities and transport to schools, inadequate teacher skills in inclusive education, caregiver and teacher attitudes and lack of resources to support inclusive education (Banks et al 2019 ; Singal et al 2015 ; Taneja-Johansson, Singal & Samson 2021 ; United Nations 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…schools, inadequate teacher skills in inclusive education, caregiver and teacher attitudes and lack of resources to support inclusive education (Banks et al 2019;Singal et al 2015;Taneja-Johansson, Singal & Samson 2021;United Nations 2019).…”

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confidence: 99%

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‘I might be lucky and go back to school’: Factors affecting inclusion in education for children with disabilities in rural Malawi

Banks

Hunt

Kalua

et al. 2022

African Journal of Disability

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I might be lucky and go back to school": Factors affecting inclusion in education for children with disabilities in rural Malawi', African Journal of Disability 11(0), a981. https://doi.org/10.4102/ajod. v11i0.981 BackgroundUniversal access to quality education is a human right. International consensus documents, including the Sustainable Development Goals (SDGs), codify this right and provide clear targets for countries to try and achieve in terms of educational access (United Nations 2015). Universal access to quality education is also essential to poverty reduction.The right of children with disabilities to education is codified in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006), and the SDGs (particularly Goal 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) recognise the importance of ensuring accessible education (United Nations 2015).However, the world's 240 million children with disabilities (United Nations International Children's Emergency Fund [UNICEF] 2021) face a range of barriers that limit their access to and participation in education. Exclusion from the educational environment and from educational attainment is still persistent, particularly in low-and middle-income countries (LMICs), despite some gains made in the past few decades (Mizunoya, Mitra & Yamasaki 2018; UNICEF 2021). Compared with their peers without disabilities, children with disabilities are less likely to enrol in school, and if they do enrol, they have lower levels of school attendance and lower rates of transition to higher education than their peers without disabilities (Banks et al. 2017; United Nations 2019; World Health Organization [WHO] & World Bank 2011). A landmark study in 2018 showed that across 15 LMICs, having a disability reduced the probability of a young person attending school by 30.9% (Mizunoya et al. 2018). A variety of challenges can create barriers to educational inclusion, participation and attainment amongst children with disabilities, including inaccessible school facilities and transport to Background: Globally, children with disabilities are often excluded from and within schools. Objectives: This study explored experiences of inclusion in education amongst children with disabilities in Malawi. The enquiry focused on the perspectives of children and their caregivers on barriers and enablers of inclusion. Method: Data were gathered through in-depth interviews with 37 children with disabilities, 61 caregivers and 13 teachers from Ntcheu and Mangochi districts and analysed thematically using the International Classification of Functioning, Disability and Health as a framework.Results: Overall, this research study found that children with disabilities face persistent and systemic barriers to attending, progressing and learning in school. Conclusion:School outcomes were influenced by a range of impairment-related, personal and environmental factors, including poor health, household ...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘I might be lucky and go back to school’: Factors affecting inclusion in education for children with disabilities in rural Malawi

Banks

Hunt

Kalua

et al. 2022

African Journal of Disability

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“…[ 14 ] A 0.18 standard deviation reduction in test scores was, therefore, equal to a 3.6% loss in future income for each year a child suffered MSVI while in school. For blind children, we assumed that they did not go to school, or learned minimally,[ 23 ] experiencing a reduction in future income equivalent to reported returns to 1 year of schooling from primary school education – 5.5%. [ 24 ] 1* Future incomes were proxied by the stream of future GDP per capita, estimated using the time series of GDP (growth), and population growth rates (middle-of-the-road scenario) from the Shared Socioeconomic Pathways database by the International Institute for Applied Systems Analysis.…”

Section: Methodsmentioning

confidence: 99%

The economic and social costs of visual impairment and blindness in India

Wong

Singh

Khanna

et al. 2022

Indian Journal of Ophthalmology

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Purpose: To provide a current estimate of the economic and social costs (or welfare costs) of visual impairment and blindness in India. Methods: Using evidence from the recently conducted Blindness and Visual Impairment Survey across India, the Lancet Global Health Commission on Global Eye Health and other sources, we developed an economic model that estimates the costs of reduced employment, elevated mortality risk, education loss for children, productivity loss in employment, welfare loss for the unemployed, and caregiver costs associated with moderate and severe visual impairment (MSVI) and blindness. Probabilistic sensitivity analyses were also conducted by varying key parameters simultaneously. Results: The costs of MSVI and blindness in India in 2019 are estimated at INR 1,158 billion (range: INR 947–1,427 billion) or $54.4 billion at purchasing power parity exchange rates (range: $44.5–67.0 billion), accounting for all six cost streams. The largest cost was for the loss of employment, whereas the the second largest cost was for caregiver time. A more conservative estimate focusing only on employment loss and elevated mortality risk yielded a cost of INR 504 billion (range: INR 348–621 billion) or $23.7 billion (range: $16.3–29.2 billion). Conclusion: Poor eye health imposes a non-trivial recurring cost to the Indian economy equivalent to 0.47% to 0.70% of GDP in the primary scenario, a substantial constraint on the country’s growth aspirations. Furthermore, the absolute costs of poor eye health will increase over time as India ages and becomes wealthier unless further progress is made in reducing the prevalence of MSVI and blindness.

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“…This paper provides some preliminary results from the DIVERSASIA project, which focuses on inclusive HE in India and Bangladesh. There, too, inclusive education is thought about more at the general level than at the HE level (Ambia & Rahman, 2021;Fayaz, 2019;Singal, 2019;Taneja-Johansson et al, 2021). In HE, change happens rather slowly.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education in India and Bangladesh – Preliminary Results

Daniela¹,

Rūdolfa²,

Rūdolfa³

et al. 2022

Human, Technologies and Quality of Education, 2022

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This study was conducted as part of the DIVERSASIA project “Embracing Diversity in ASIA Through the Adoption of Inclusive Open Practices”, co-funded by the Erasmus+ Program of the European Union. DIVERSASIA’s overall aim is to ensure that students with disabilities (sensorial and cognitive) can enjoy the same access to higher education (HE) as their peers without disabilities and enjoy access to digital training materials, open education resources (OERs) and massive open online courses (MOOCs). These are especially relevant to students who cannot currently physically access HE (and instead are part of distance learning schemes and courses) due to existing architectural barriers. The project partners developed questionnaires to be filled in by HE staff and students in order to identify the current situation of inclusive education provision in India and Bangladesh and to understand what focused activities are needed. This article summarizes the results of the staff surveys.

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Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion

Cited by 20 publications

References 11 publications

‘I might be lucky and go back to school’: Factors affecting inclusion in education for children with disabilities in rural Malawi

‘I might be lucky and go back to school’: Factors affecting inclusion in education for children with disabilities in rural Malawi

The economic and social costs of visual impairment and blindness in India

Inclusive Education in India and Bangladesh – Preliminary Results

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