This note provides an analysis of gaps in educational opportunities for children with disabilities. It also measures the impact at the margin of exclusion related to various types of disabilities on education outcomes for children. Four main outcomes are considered: whether children ever enroll in school, whether they complete their primary education, whether they complete their secondary education, and whether they are literate. The analysis is implemented using the most recent census data available for a total of 19 countries.
The aim of this blog to provide an overview of issues related to disability and literacy.
The blog series, prepared under the auspices of USAID’s Office of Education, is to address some potential challenges and solutions to increase student literacy rates as they relate to a variety of disabilities in diverse global contexts.
In the early 1990s, UNESCO estimated that perhaps 97% of the world's 650 million disabled persons were unable to read or write, leading to significant efforts throughout the developing world to ensure that all children with disabilities attended school through ‘inclusive education’ programmes. But what of the vast majority of persons with disabilities who now are adolescents or adults, well beyond the reach of classroom education, or the estimated 90% of disabled children who will still ‘age out’ of the system before such inclusive education is available in their communities? In this paper, we review findings from a global literature search on literacy of adults with disability in developing countries which shows that there is currently little in international development, education, health or disability research policies or programmes that addresses this issue. On the basis of these findings we argue that while inclusive education efforts for children are important, more attention also needs to be directed to providing literacy skills to illiterate and marginally literate disabled adolescents and adults.
Source e-bulletin on Disability and Inclusion