How various types of disabilities impact children's school attendance and completion
Description
The study sheds light on the interaction between education systems and heterogeneous disabilities by systematically utilizing census data, and also explores the gaps in access to education for children with different functional difficulties based on the WGSS set of questions from eight developing countries between 2006 and 2012. We find that there are consistent gaps in education indicators between students with and without disabilities, and that heterogeneity exists in several aspects: schools tend to accommodate children with difficulty in seeing better than those with difficulties in self-care or remembering things; boys with disabilities have lower attendance and completion rates than girl students; and there are significant cross-country variations in attendance rate by type of disabilities. The data are from IPUMS national censuses. After applying WGSS cut-off criteria in determining disability status category, we identified the most recent datasets that have at least two types of disability. Furthermore, we restricted our analysis to eight censuses based on data quality and consistency checks with other administrative and household datasets.