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School environment and disability issues in Kabul
(Afghanistan): A survey within an emergency project
Andrea Micangeli1,2, Filomena Pietrantonio1, Stefano Federici2
1CIRPS - University of Rome “La Sapienza”
2ECONA - University of Rome “La Sapienza”
Keywords: School, Cooperation, Disability Survey
Contact: andrea.micangeli@uniroma1.it
Abstract:
Of the 22,5 million people in Afghanistan about 800,000 are disabled (28%) mainly because of
preventable diseases and mine accidents. Although these impressive data are supplied by surveys
supported by the UN, the new Afghan Government does not have a clear population census. Italian
Cooperation experts with the supervision of a team of the University of Rome “La Sapienza”, in
collaboration with the non-governmental organization GVC - Civil Voluntary Group, have carried
out a survey on health and health-related conditions as a pilot project. These conditions, considered
as disability dimensions according to the biopsychosocial model, were studied in 65 schools of
Kabul with a twofold purpose: to offer reliable information to the Afghan policy makers, and to
validate the ICF classification in the school environment. About 1.300 questionnaires were
distributed from which data were electronically entered.
Results: 115,923 children between 5 to 14 years old were surveyed. Only 1,1% of total sample
were disabled (1,294 ss., 858 m. and 436 f.), of which 39% had motor disabilities (amputations,
polio, bone deformities, hemiplegics), 26 % had visual impairments, 3,3% deaf, and 0,3% had
paraplegia. Regarding the main etiological factors affecting physical impairments 31% were
congenital, 16% injuries due to war. Regarding congenital deformities, they often occurred because
of inadequate prenatal care.
Discussion: Considering the percentage of disabled children with respect to the entire Afghan
disabled population, the survey highlights a low access to public education for children with
disabilities. Consequently, the survey has pointed out the urgency of governmental policies to
improve access to education and health care for disabled children, access to rehabilitation centres
and quality of life. According to the ICF classification, environmental barriers could be neutralized
implementing technologies for enabling educational environments for the mainstreaming of the
students with disability.
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