Item history (bjohas, Tue Mar 07 2023 11:23:20 GMT+0000 (GMT))

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
L1 - https://www.tandfonline.com/doi/pdf/10.1080/03057925.2020.1749993
L2 - https://www.tandfonline.com/doi/full/10.1080/03057925.2020.1749993
KW - disability
KW - household survey
KW - Learning outcomes
KW - Pakistan
KW - primary education
KW - Washington Group
ER -

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
DA - 2020///
PY - 2020
DO - 10.1080/03057925.2020.1749993
VL - 52
IS - 2
SP - 211
EP - 231
UR - https://www.tandfonline.com/doi/full/10.1080/03057925.2020.1749993?scroll=top&needAccess=true
ER -

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