عنوان انگلیسی مقاله:
Do inclusive education laws improve primary schooling among children with disabilities?
ترجمه فارسی عنوان مقاله:
آیا قوانین آموزش فراگیر ، آموزش ابتدایی را در بین کودکان دارای معلولیت بهبود می بخشد؟
Sciencedirect - Elsevier - International Journal of Educational Development, 77 (2020) 102208: doi:10:1016/j:ijedudev:2020:102208
Bijetri Bose*, Jody Heymann
Of the approximately 93 million children with moderate or severe disabilities around the world, large numbers
do not have access to quality education. Inclusive education systems have been advocated as a solution to this
problem. In this paper, we examine whether legislation to advance inclusive education can increase the likelihood
of children with disabilities attending school in a low-income country. Using a difference-in-difference
methodology, we find that children with visual, hearing, and physical disabilities, who began school at a time
when inclusive education was guaranteed in Uganda, had a significantly higher likelihood of going to school
than children with disabilities in comparator countries in Sub-Saharan Africa, as well as children with disabilities
in Uganda who became of school age prior to the passage of legislation. However, this was no longer true when
considering only the sample of children reported to have no ability to see, hear, or engage in physical activities.
While our findings are promising, comparable data on more countries are needed to comprehensively examine
the impact of similar legislation across multiple settings.
Keywords: Disability | Inclusive education | Persons with Disabilities Act | Special needs | School participation