TY - JOUR TI - Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan AU - Malik, Rabea AU - Raza, Fizza AU - Rose, Pauline AU - Singal, Nidhi T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2020/05/05/ PY - 2020 DO - 10.1080/03057925.2020.1749993 DP - Taylor and Francis+NEJM VL - 52 IS - 2 SP - 211 EP - 231 SN - 0305-7925 ST - Are children with disabilities in school and learning? UR - https://doi.org/10.1080/03057925.2020.1749993 Y2 - 2021/02/16/19:06:28 KW - Learning outcomes KW - Pakistan KW - Washington Group KW - disability KW - household survey KW - primary education ER -