Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia
Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family’s ability to pursue educational opp...
| Main Author: | |
|---|---|
| Format: | Report |
| Language: | English en_US |
| Published: |
Washington, DC
2022
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/099750009022211789/P16644506943f904b0ae3b0bde58cc8663a http://hdl.handle.net/10986/37967 |
| Summary: | Children with disabilities
undoubtedly face barriers within the education system,
however they also face significant challenges within the
broader ecosystem that can significantly undermine their and
their family’s ability to pursue educational opportunities
on par with their peers without disabilities. This study
aimed to understand what key determinants beyond
school-based factors shaped the experiences of children with
disabilities and their families’ ability to support their
educational participation in primary school through case
studies in Rwanda, Sierra Leone, and Zambia. The report also
includes findings from a short regional survey of parents’
and caregivers’ perceptions across Sub-Saharan Africa. The
study explored factors such as: (1) parental aspirations and
involvement in their child’s education; (2) stigma and
attitudes about children with disabilities; (3) access to
necessary supports such as assistive devices, learning
materials, and personal assistance; (4) additional and
out-of-pocket costs borne by families to support the
educational participation of children with disabilities as
compared to children without disabilities; (5) accessibility
of community infrastructure and transportation; and (6)
financial resources and government benefits available to
families to support their child’s education. |
|---|