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School Enrolment and Attendance for Children with Disabilities in Kenya: An Examination of Household Survey Data
... The medical model views disability as an inherently abnormal and pathological defect in or failure of a bodily system. It is considered that the remedy of it is through a medical cure or by trying to make the person appear less disabled or more regular (D'Alessio, 2011;World Health Organisation (WHO), 2011;Lisicki, 2013;Lamichhane, 2015;Rudnick;Moyi, 2017;McCain, 2017). Contrarily, the social model views disability as differences in gender, age, or race. ...
... Contrarily, the social model views disability as differences in gender, age, or race. It is considered that the remedy is to remove impediments that restrict life for the individual with a disability and societal change rather than individual adjustment and rehabilitations (D'Alessio, 2011;Lisicki, 2013;Lamichhane, 2015;Rudnick;McCain, 2017;Moyi, 2017;Retief & Letšosa, 2018). ...
... In a common perspective, disability has been associated with a physical or mental impairment that has a long-term adverse effect on an individual in executing a task or action and participation in various activities in everyday life (World Bank, 2006;WHO, 2011;Moyi, 2017;Rohwerder, 2020). People with disabilities have existed since the creation of this universe, but they had never been allowed to show their potential like average persons in addressing societal challenges, especially in developing countries. ...
This article argues that children with disabilities face significant obstacles in schooling in Tanzania, despite the government initiative to formulate policy and awareness creation for people with disabilities. This paper examined the causes of enrollments disparities of students with disabilities in the schooling system in Tanzania. Three objectives were addressed regarding enrollment trends from 2016 to 2020, causes leading to disparities in enrolments, and obstacles facing students with disabilities in non-inclusive schools. Documentary analysis and interview methods were used to collect information. The participants were special needs educators and students from secondary schools and universities. The findings reveal disparities in enrollment of students with disabilities as they advance from lower to higher levels of schooling. The analysis shows that the smaller number of students with disabilities in the schooling system was attributed to a lack of awareness among parents on the educational services provided to children with disabilities, traditional beliefs, poverty, stigma, and harassment. The analysis further shows that shortage of qualified teachers, poor school infrastructures, and unsupported inclusive classrooms was among many obstacles facing students with disabilities in schools.
... Basically, the causal relationship between disability and being out of school is multidimensional and includes multiple factors rather than being a simple linear relationship. Several studies have indicated that the educational level of household heads has an impact on their children's educational attainment as well as their decision to send their children to school [15,28,29]. Disabled children whose parents were educated appeared to be significantly more positive about school attendance [15]. ...
... Due to various types of disability, students may face barriers if the school is not within their reach zone and the accessibility and availability of public transport [38]. Furthermore, children with multiple disabilities were less likely to attend school due to discrimination and barriers from both families and institutions [15,28]. it is urgent to provide additional school opportunities for children with more disabilities, taking into account family perceptions. ...
In Bangladesh, many disabled children are not attending school. Despite the country’s special policies, laws, and services, most disabled children face a barrier to enrollment in school. To increase the school attendance of children, particularly disabled children, research on barriers to school attendance is essential. It will help to ensure that all children, including those with disabilities, receive an education. This paper will investigate the factors associated with children with disabilities missing school. This study will utilize data from a large sample based on Nationally representative multiple indicator cluster survey 2019 in Bangladesh. The study group included 5024 disabled children ranging in age from 6 to 17 years. To determine the significant covariates for the multivariate analysis, a bivariate analysis was performed. The findings indicate that age of the child, gender, household head sex, education of the household head, area (urban/rural), husband age, whether the husband has more wives, and disability types are all associated with disabled children being absent from school. Using these findings, the government of Bangladesh and other stakeholders should advocate for policies and programs that reduce barriers to education and ensure that all disabled children attend school.
... Additionally, children who have been in preschool are more likely to enroll in primary school and are less likely to drop out of school ( Bakken, Brown & Downing, 2017 ;Bietenbeck, Ericsson & Wamalwa, 2017 ;Candia et al., 2018 ;Martinez et al., 2012 ). Furthermore, children with disabilities are less likely to start school, have lower rates of staying and being promoted in school, and are more likely to dropout ( Moyi, 2017( Moyi, , 2012Sibanda, 2004 ;WHO, 2011 ). ...
... For children's characteristics, gender, age, number of years of preschool attendance, and disability status were significant predictors of children's schooling. These findings corroborate with other findings from earlier studies that preschool attendance decreased the odds of dropping out of school ( Candia et al., 2018 ;Martinez et al., 2012 ) while age and disability increased the odds of dropping out of school ( Admassu, 2011 ;Moyi, 2017Moyi, , 2012. Among children's characteristics that significantly predicted whether a child never enrolled in school, prior preschool attendance had the highest effect size as indicated by the odds ratio (OR = 0.65, effect size = (1/0.65) ...
Despite impressive global school enrollment, especially at the primary school level, there are still some corners of the world where equal access to education remains far from reach. The current study sought to expand on previous research by further examining child, parent, and household characteristics that are associated with children's schooling status (CSS), namely enrollment, dropout and non-enrollment. The study utilized a cross-sectional 2014 dataset of the Uwezo Uganda National Learning Assessment survey with a sample size of n = 28,147. The survey recorded an 87.94% child enrollment rate, 2.91% of the sample dropped out of school, and 9.16% reported non-enrollment. Two multiple multinomial logistic models were employed, one with only main effects and one with an interaction term between a mother's education level and the child's gender. Based on the effect sizes and ranked in descending order of magnitude, household head's primary level of education and mother's level of education, preschool attendance, household head's secondary or higher level of education, presence of one or no biological parent/s, disability, household wealth, the child's age and the number of children in the household significantly predicted never enrolling in school. Similarly, ranked in descending order of magnitude, a mother's primary level of education, the presence of one or no biological parent/s, disability, age, the child's gender, household wealth, and preschool attendance significantly predicted dropping out of school. Finally, the interaction model indicated that girls whose mother had a primary education were less likely to either drop out or never enroll in school compared to those with a mother who did not complete formal education.
... Many children with disabilities do not attend school at all. A few who are enrolled in regular schools are far more likely to drop out than their non-disabled peers in the same grades (Moyi, 2017). The magnitude of the problem of this study is displayed in Table 1 where out of 5,121 children with different types of disabilities who were registered in various public schools, 3,159 were not retained between the year 2014 and 2017. ...
This study establishes the influence of adequately trained teachers on retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. This study was embedded in the Systems Theory by Bertalanffy. It adopted a correlational research design. The target population was 840 teachers. The sample size constituted of 271 teachers. The multi-stage sampling procedure was applied. The data were collected using questionnaire which was self-administered to the respondents. The collected data was then coded and analysed using percentages. Moreover, correlation analysis was run to analyse the existence of the relationship and the influence of the independent variable on the dependent variable. The findings of the study revealed that the provision of adequately trained teachers was seen to influence significantly the retention of pupils with disabilities in mainstreamed Primary Schools (β =0.253). The study concludes that the provision of adequately trained teachers significantly influences the retention of pupils with disabilities in mainstreamed Primary Schools. Teachers were not trained on how to use computers as well as the use of therapeutic toys for pupils with disabilities. This affected retention of pupils with disabilities (PWDs) in mainstreamed primary schools. This implies that when teachers lack training on matters regarding special needs for learners with disabilities, it discourages the students who may not be given attention during learning like other learners. The study recommends that teachers should be well trained in matters relating to pupils with disabilities (PWDs) through in-service courses.
... This could be explained by the fact that both private and public schools typically suffer from a lack of facilities and amenities for the disabled. Children with disabilities are less likely to start school, have lower rates of staying and being promoted in school, and are more likely to drop out (Moyi 2017). ...
The study presented here examines the determinants of primary school drop-out while highlighting the role of household characteristics in Cameroon. Data were drawn from the fourth Cameroonian household survey conducted in 2014 (ECAM 4). The author uses an extended production function to estimate a logit model that puts forward the marginal effects of the explanatory variables. The results show that the probability of dropping out of school is higher for children who have to work in order to meet household needs, and when the head of the household is a farmer or a worker in the informal sector, while the availability of textbooks and other school supplies is associated with a lower probability of dropout. Résumé L'abandon scolaire au Cameroun et ses déterminants-Cette étude présente les déter-minants de l'abandon scolaire au Cameroun tout en soulignant le rôle des caractéris-tiques des ménages. Les données proviennent de la quatrième enquête camerounaise auprès des ménages (ECAM 4) réalisée en 2014. L'auteur mobilise une fonction de production étendue pour estimer un modèle Logit qui met en avant les effets margi-naux des variables explicatives. Les résultats montrent que la probabilité d'abandon scolaire est plus élevée non seulement pour les enfants qui doivent travailler pour sub-venir aux besoins du ménage mais aussi lorsque le chef de ménage est un agriculteur ou un travailleur du secteur informel. En outre, la disponibilité de manuels et autres fournitures scolaires est associée à une probabilité d'abandon scolaire plus faible.
... The social theory explains that disability is a limitation to participating in society because of an inaccessible environment. The approach urges that social attitude is among the barriers people with disabilities face (Moyi, 2018). Applying social theory, one can understand that learners with special needs fail to access education opportunities because of obstacles from school and the community (Flora, 2015). ...
Enrolment statistics for learners with special needs at Lurambi sub-county Educational Assessment and Resource Centre are alarming and warrant verifying whether these learners receive any mainstream education and are retained in the schools after placement. The study sought to determine the implementation of mainstreamed practices on the retention of learners with special needs. The study was guided by Michael Oliver's Social Model of disability theory, which argues that it is the society that segregates and disables people with special needs. This theory advocates for society with its institutions to adjust their approach to people with disabilities by creating an ambient environment instead of requiring them to adjust and fit unapologetically in the defined structures by society. The study employed a Descriptive survey research design. The study targeted 406 teachers from 29 regular public primary schools with resource rooms. Questionnaires and checklists were the main instruments of data collection. A document analysis guide was used for collecting data on learners' enrolment from the years 2016 to 2020. Quantitative data was analysed using descriptive statistics, frequencies, percentages and the findings presented in frequency tables. Findings showed that awareness of mainstreaming and learner-based factors also affect retention of learners with special needs in regular public primary schools. The study recommends the training of all teachers to be able to teach learners with special needs. The KICD should develop and disseminate teaching and learning resources specifically made for learners with special needs. The study suggests further research to compare the effect of learners with special needs in mainstream education on the performance of learners without special needs
... Globally, there are about 200 million children with special needs, according to the World Health Organization (WHO), and a substantial percentage of them are from impoverished nations (Schutz et al., 2008). According to Moyi (2017), children with impairments encounter major barriers to education. All the authors have worked in educational institutes, supporting several disadvantaged and handicapped students and pushing for inclusive education. ...
Early years learners with learning disabilities experience several challenges while learning English language skills, particularly reading comprehension skills. Using augmented reality (AR) in this manner can assist instructors to integrate real proofreading comprehension skills, including video modeling, and give more opportunities for individual practice. Also, it expands the breadth of interaction and mental expression in early childhood students with learning disabilities. The study adopted a quasi-experimental design and the within-subjects design and applied the chi-square test to compare observed and expected outcomes. The current study discusses how to utilize a specific AR application to develop reading comprehension skills for early childhood students with learning disabilities. A purposive sample of twenty early childhood students (n = 20) with learning disabilities who had difficulty with reading comprehension was chosen from a primary school. Pre- and post-tests were administered to participants to assess reading comprehension. Three questions containing five items each tested three reading skills: answering questions, guessing meaning from context, and scanning. The findings show that the sample improved significantly in the post-test, which indicates the effectiveness of AR technology in developing reading comprehension skills.
... Table 5 reveals that there are 151 children with different types of disability who are out of school compared to 93 who are in school. This scenario could be explained by the high cost of educating a child with disability and the fact that many parents assume that such children would not be able to help them in their old age like those without disability would do (Monyi, 2017). Head teachers reported 32 children with hearing impairment who were the majority compared to the other types of impairment. ...
Education is a fundamental right of the child with or without disability. It is presumed to be the key to a better childhood and a better future for all children. The paper underscores the fact that education is a responsibility of the state and a core element of any developmental policy committed to social justice. Yet for many children in Kenya, especially those with different forms of disabilities, the right to education remains unfulfilled. While the global number of out-of-school children declined over the past 15 years, little or no statistics have been given by the Government of Kenya to show the situation of children with disabilities in or out of schools in Kenya. Despite this information gap, inclusive education has been rolled out in public primary schools devoid of adequate teachers with varied skills on special needs. This study examines the aspects of discrimination facing these children living with disabilities as perpetuated by policy failures, cultural and social beliefs, attitudes and practices that still prevent them from benefiting from educational opportunities. The study adopted a cross-sectional survey design with participatory methodology (using mixed paradigm) and reflective action approach to learning and social change. Findings show how disabled children enrolled in public schools form a very small proportion of their actual population in each study area. The structures in schools also seem to worsen their situation of discrimination. Outside the school context, the children living with severe disabilities are not only discriminated against, but they are also faced with violence blamed on taboos in their families. As a remedy, a raft of policy proposals are made including in-service teacher training and appropriate record keeping of the affected children and the need to address their needs as a right.
This chapter examines the role of COVID-19 in promoting education in Nigeria through information and communication technology (ICT) and e-learning means.
The study considered the concepts of education, information and communication technology, e-learning and COVID-19.
The chapter discusses the role of the COVID-19 pandemic in restructuring the education sector in the country through the introduction of ICT and e-learning; it was shown that COVID-19 is playing a major role in reforming the Nigerian education system.
The chapter recommends that the federal government in conjunction with relevant stakeholders should work hand in hand to ensure that necessary policies, facilities and infrastructures needed for effective and continuous learning in this modern age of ICT be put in place.
The COVID-19 Pandemic impacted world society in many ways. The virus rode our interconnected transit systems and exploited a globally connected world where a person can traverse the planet within a day; far shorter a time than the incubation period. The virus challenged our assumptions on communicability of disease and transmission vectors. It challenged our medical systems; in the treatment of the infected, and an evolving understanding of the protocols needed for preserving the health of the vulnerable, and defining who is most vulnerable. COVID-19 challenged our social behaviors, our trust of one another, and the belief we had in our scientific systems to combat such a pandemic. Further, it stalled our educational systems. Unable to hold in-person classes, all levels of education were forced to utilize online platforms. Educators worldwide in disparate disciplines from elementary education through post-graduate study, in every field imaginable were forced to redefine their approaches and learn to adapt the technology we possess to the demands of maintaining progress in education.
This pandemic has been no easy challenge. There is an old Chinese saying, “In the midst of adversity is opportunity.” So it has been in this pandemic. Scientists and medical providers around the globe have fought the virus and in record time produced protocols and vaccinations against it. Governments have shared information and pooled resources. Educators have developed new and impressive methods to not only maintain the education of students, but to ignite potentials and inspire the minds of learners despite having a “new normal.”
This volume is a collection from educators around the planet who adapted to the changed landscape of education during COVID-19. Each of the contributors refused to accept that education would be stalled, that students would flounder, and that the virus’ impact would dim the lamp of learning. Rather each chapter brings a new and powerful adaption, which was implemented during the pandemic. The authors bring lessons, pitfalls, success, and failure to inform the reader of what worked, what did not, and what holds promise for online education long after the COVID-19 Pandemic is resigned to the history books.
The range of topics in the chapters is vast, but groups around four major themes. First, the broad dynamics of the change under COVID-19 and the impact this has had on education. Diane Boothe provides a global overview in the first chapter, contextualizing the fundamental shift, which all the authors engaged. Then in the second chapter Fernando Almeida and Pedro Carneiro address the issue of privacy in the online environment as education redefined its standards. These two chapters help the reader get a sense of some of the issues, which defined this moment in history.
The second theme is one of educational demands that presented granular and specific difficulties in online education during the pandemic. In the third chapter, Ömer Bilen examines ubiquitous learning and the need for learning management systems. This type of examination is paralleled in the fourth chapter wherein Abdullatif Kaban explores specifics in learning management systems. Then Zaenal Mustakim, Siti Fatimah, and Umi Mahmudah in the fifth chapter examine student perceptions and motivations as they were transitioned to e-learning. The sixth chapter sees Amjad Almusaed, Asaad Almssad, and Marisol Rico Cortez tackle the issue of student engagement as the difference of virtual education and live education become apparent. Then in the seventh chapter, Derar Serhan examines student learning perceptions when classes are synchronous versus asynchronous. The eighth chapter by Halil İbrahim Akyüz and Güler Tuluk focuses specifically on preservice mathematics students and looks at their perceptions and motivations. The ninth chapter by Sanaa Shehayeb, Eman Shaaban, and Nina Haifa explores the construction of assessment instruments for better typifying both teacher and student perceptions of online learning. Next, Ibrahim Benek and Behiye Akcay report the effects of the COVID-19 pandemic on metacognitions, emotions and individual characteristics of candidate teachers preparing for national exam in Turkey. Finally, this second theme is rounded out in the eleventh chapter by Yasmeen Saeed Alzhrani, Atheer Mutlaq Alotaibi, Marwa Yousef Al-Huwail, and Abeer Toson Ahmed Nasr who explore the satisfaction of teachers of students with learning disabilities about virtual class during the COVID-19 pandemic in Saudi Arabia.
The third theme in the volume is one of specific issues within national context. Chapter twelve by Nassima Kaid explores the dynamics at play in Algeria in pandemic online education. Basil C.E Oguguo, Christopher A. Ocheni, and Evangelista C. Oguguo in chapter thirteen focus on the structural demands in Nigeria for online education and the long ranging impact. Chapter fourteen then has Poonam Sharma, Sufang Zhang, and Hirsh Diamant examine cross-cultural exchange among three different countries when the pandemic stalled study abroad programs. Finally, David Akombo in chapter fifteen examines musical education in Barbados, addressing both national issues as well as issues specific to music education online.
The fourth theme in the volume is that of subject specific challenges in online education during the pandemic. Steve Jackowicz in chapter sixteen addresses unique demands of clinical education in an online format where physical assessment and skills were reformatted for virtual education. Then in chapter seventeen, Emilio Williams, Julie Boldt, Arthur Kolat, and Renee Wehrle examine the complexities in literary education for complex works, focusing on a reading group for Finnegans Wake. Then in chapter eighteen, Awadhesh Kumar Shirotriya explores the interesting dynamic of physical education in a virtual format and the intrinsic value of physical activities to the student especially in a pandemic. Finally, in chapter nineteen, Maria Papadopoulou, Panagiota Argyri, and Zacharoula Smyrnaiou look at mathematical and historical modelling of epidemics as a unique way to both teach and contextualize the COVID-19 Pandemic to the benefit of those living through its challenges.
Each of the chapters provides a different angle from which to view education during the pandemic. However, their value goes further. They all point to larger educational issues and approaches, which can be implemented in a world, which is increasingly more connected through technology. This volume should serve as a snapshot of the educational community as it addressed COVID-19, as well as a template of techniques and approaches for implementation in varied contexts to come. The editors would like to thank all the contributors for their excellent chapters. It is our hope that the reader finds value in this volume as well as inspiration for future adaption and development of new and progressive online educational methods.
The relevance and significance of digitalization of the professional educational process are caused by the need to adapt the classical education and training system to completing the education in a pandemic COVID-19 crisis.
The unexpected and unorganized closing of our nation‘s university buildings due to the COVID-19 pandemic forced teachers to face the most vibrating and fast modification of perhaps any profession in history.
During digital learning, many students feel that they miss the operative collaboration and group working with partners to construct knowledge, wherein digital learning, both students and teachers have to forget about the human aspects, not because they are behind the screen.
This chapter explores the issue of student engagement under the COVID-19 Pandemic and analyzes the lessons that can be applied to ongoing online education
Online Education during COVID19 Papadopoulou Argyri Smyrnaiou 2021 ISTES
Modeling in mathematics and history as teaching and learning approaches to pandemics. In S. Jackowicz & I. Sahin (Eds.), Online Education during the COVID-19 Pandemic: Issues, Benefits, Challenges, and Strategies (pp. 405-433). ISTES Organization., 2021
Chapter Highlights
Applying an interdisciplinary lens, with a focus on pandemics, can help shape attitudes by means of inculcating the values of responsible global citizenship, and a high sense of personal and social responsibility. In the midst of the current lock-down due to COVID-19, a teaching approach to pandemics is presented, as an interdisciplinary connection between history and mathematics, based on the methodology of modeling in mathematics and the humanities.
The main research questions posed: a) can modeling, as analyzed in the scientific
literature, be used to interpret pandemics, e.g. in the case of the ‗plague of Athens‘ (430 B.C.), as analyzed in the primary sources? b) Can the mathematical tools of statistical analysis be used to understand prevention measures through the centuries?
This chapter presents the assessment of the effectiveness of this approach, conducted by means of closed and open questionnaires, administered in two phases (pre- and postteaching) to a sample of 40 students aged 16-17 years.
The results highlight statistics as a key tool for understanding real-world situations, and record the strengthening of students‘ knowledge in history, the raising of their critical thinking skills, as well as their enhanced ability to tackle real-world problems and understand responsible decision-making processes.
The chapter suggests that such good practices can prepare students for the complexity of globalized knowledge.
https://www.istes.org/books/c439edb6b376b840ce0300ad44b6a9c1.pdf
Every individual irrespective of their profession, requires requisite training to enable them to do a particular job with reasonable accuracy, achieving desired results. Mid-school is the stage between primary basic education and the tertiary level and in Kenya it is referred to as secondary education that is evaluated with a national examination (KCSE) at the end of the four years. Teachers’ role in a students’ performance cannot be underestimated where students with or without disabilities are subjected to the same national examinations. Performance in the national special schools in Kenya does not compare favorably with that of ordinary national schools irrespective of same caliber of teachers in both. This necessitated an empirical inquiry into whether there is need for extra training for teachers in special schools. The study sought to establish the influence of teacher training on the performance of special schools in Kenya. The performance of a school is measured based on the overall mean attained in KSCE examinations. The study focused on the national schools that are in the category of special schools in Kenya. The study is anchored on Behaviorist theory which states that learning is a function of change in overt behavior. A cross-sectional descriptive survey was carried out where data was collected using a self-administered semi structured questionnaire. Study findings indicate that 76.6% of variation in performance is predicted by training implying that relevant training of teachers in special schools is critical in achieving the expected learning outcomes with quality grades in KCSE that are pivotal in determining learners’ career paths. The study recommends creating an enabling environment and support to teachers willing to pursue training in special education. Further research should be done to determine how the subsector can be adequately funded both for initial and on-the-job special teacher training for special needs schools.
Guide to issues in identifying disability in quantitative data
Carers of children with disabilities have repeatedly highlighted their feelings of discrimination, stigma and exclusion in many domains of their lives. There is little research from Africa addressing these issues. This study investigated the challenges encountered by these carers and the mechanisms of coping with these challenges while caring for children with disabilities in a poor rural setting in Kenya.
Thirty-five in-depth interviews were conducted with 20 carers, 10 community members and 5 primary school teachers. Ten unstructured observations were also conducted in home environments to observe mechanisms used in meeting the needs of the children with disabilities. All interviews were tape-recorded, transcribed and translated from the local dialect. Note-taking was performed during all the observations. Data were stored in NVivo software for easy retrieval and management.
The arrival of a disabled child severely impairs the expectations of carers. Hospital staff underestimate carers' emotional distress and need for information. Fear for the future, stress, rumour-mongering and poverty are encountered by carers. As they grapple with lost expectations, carers develop positive adaptations in the form of learning new skills, looking for external support and in some cases searching for cure for the problem. For their emotional stability, carers apply spiritual interventions and sharing of experiences.
Despite the challenges faced by the carers, values and priorities in adaptation to the challenges caused by the child's disability were applied. It is recommended that these experiences are considered as they may influence programmes that address the needs of children with disabilities.
Incl. bibl., abstract. This paper analyses the politicization of decision making in the education sector in Kenya since independence in 1963, to 2000. Utilizing a catalogue of major political decisions that have influenced trends and patterns of educational growth and policy formulation in Kenya, I demonstrate how such decisions have interfered in the running of education. I argue that these political decisions have marginalized the role and contribution of professionals and thus impacted negatively on policy formulation and implementation. My contention is that ideas of politicians are privileged even when they are shallow and myopic. I therefore blame politicians for the crises in the education sector in Kenya today.
The 'Ten Questions' Questionnaire (TQQ) is used to detect severe neurological impairment in children living in resource-poor countries. Its usefulness has been established in Asia and the Caribbean, but there are a few published studies from Africa. We evaluated the TQQ as part of a larger study of neurological impairment in a rural community, on the coast of Kenya.
The study was conducted in two phases from June 2001 to May 2002; in phase one, a community household screening of 10,218 children aged 6-9 years using the TQQ was performed. Phase two involved a comprehensive clinical and psychological assessment of all children testing positive on the TQQ (n = 810) and an equivalent number of those testing negative (n = 766). Data were interpreted using the impairment-specific approach.
Overall, the sensitivity rates for screening the different impairments were: cognitive (70.0%), motor (71.4%), epilepsy (100%), hearing (87.4%) and visual (77.8%). All the specificity rates were greater than 96%. However, the positive predictive values were low, and ranged from 11 to 33%.
These results are similar to those from other continents and provide evidence that the TQQ can be used to compare the epidemiology of moderate/severe impairment in different parts of the world. Furthermore, the TQQ can be used to screen for moderately/severely impaired children in resource-poor countries; however, the low positive predictive values mean that other assessments are required for confirmation.
When vulnerable population groups are numerically small -- as is often the case -- obtaining representative welfare estimates from non-purposive sample surveys becomes an issue. Building on a method developed by Elbers et al. , it is shown how, for census years, estimates of consumption poverty for small vulnerable populations can be derived by combining sample survey and population census information. The approach is illustrated for Uganda, for which poverty amongst households with disabled heads is determined. Copyright 2005, Oxford University Press.
With several empirical evidences, this book advocates on the importance of human capital of persons with disabilities and demands the paradigm shift from charity into investment approach. Society in general believes that people with disabilities cannot benefit from education, cannot participate in the labour market and cannot be contributing members to families and countries. To invalidate such assumptions, this book describes how education in particular helps make persons with disabilities achieve economic independence and social inclusion. For the first time, detailed analyses of returns to the investment in education and nexus between disability, education, employability and occupational options are discussed. Moreover, other chapters describe disability and poverty followed by the discussion of barriers behind why persons with disabilities are unable to obtain education despite the significantly higher returns. These foundational themes recur throughout the book.
This year marks exactly 30 years since I published a book introducing the social model of disability onto an unsuspecting world and yet, despite the impact this model has had, all we now seem to do is talk about it. While all this chatter did not matter too much when the economy was booming, now it no longer booms it is proving disastrous for many disabled people whose benefits and services are being severely cut back or removed altogether. In the article I restate my view of what the social model was and what I see as its potential for improving the lives of disabled people. Finally I focus on the unfortunate criticisms of it and the disastrous implications these have had for disabled people.
This article seeks to illuminate the complementarity between the capabilities framework, developed by Amartya Sen and others, and the social model of disability. Common themes include the relationship between social barriers and individual limitations, the importance of autonomy and the value of freedom, and dissatisfaction with income as a measure of well‐being. Bringing the two approaches together has implications for analysis (for example in identifying poverty or disadvantage), and for policy, which are briefly illustrated. The article concludes that the capabilities framework provides a more general theoretical framework in which to locate the social model of disability, without compromising any of its central tenets; and the social model provides a thorough‐going application of the capabilities framework. Each can benefit from exposure to the other.
Throughout history, theorists have made use of the technology of the day to provide explanatory models of the behaviour they observe in order to provide an improved understanding of human behaviour. Bax (1998) describes the use of models of disability as not particularly helpful in relation to the treatment of children with physical disabilities. It is the purpose of this paper to show that models do have their place within disability research and the implications of using the medical and social models of disability, together with two models from developmental psychology, namely the transactional model and systems theory, will be discussed. It is argued by the authors that the usage of these models can aid understanding of disability in both research and clinical settings.
This article argues that the exclusion of disabled people from international development organizations and research reflects and reinforces the disproportionately high representation of disabled people among the poorest of the poor. The paper commences with a brief exploration of the links between impairment, disability, poverty, and chronic poverty, followed by a discussion of ways in which disability is excluded from development policy. Evidence of the incidence and distribution of disability is then presented. In the final section, the ways in which different institutions challenge poverty and exclusion among disabled people is reviewed. Survey evidence of the limited inclusion of disabled people within development institutions and policies is presented.
The Government of Uganda aims to provide good quality education for all learners in inclusive schools. However, some learners who have severe disabilities, including those who are deaf, will, for some time, continue to receive their education in special schools. In this article, Kirsten Kristensen, consultant in inclusive and special needs education for many countries in East Africa, Martin Omagor-Loican, Commissioner for Special Needs Education, Negris Onen, Principal Education Officer for Special Needs and Inclusive Education, both at the Ministry of Education in Sports in Uganda, and Daniel Okot, co-ordinator for the Diploma in Special Needs Education at Kyambogo University, provide an account of their study of 15 such schools. The findings from the study indicate a striking need for reform and transformation. While Uganda has an advanced structure for training teachers in special needs education, the quality of education and educational materials in special schools, is poor. Often children are admitted to special schools without proper assessment of their educational needs and the resources are not available to provide them with an appropriate range of experiences. The authors of this article call for a thoroughgoing review of provision and make a series of coherent and persuasive recommendations for developments in policy and practice focused on enabling special schools in Uganda to play an essential role in future as resource centres supporting an inclusive education system.
Analysis of 14 household surveys from 13 developing countries suggests that 1–2 percent of the population have disabilities.
Adults with disabilities typically live in poorer than average households: disability is associated with about a 10 percentage
point increase in the probability of falling in the two poorest quintiles. Much of the association appears to reflect lower
educational attainment among adults with disabilities. People of ages 6–17 with disabilities do not live in systematically
wealthier or poorer households than other people of their age, although in all countries studied they are significantly less
likely to start school or to be enrolled at the time of the survey. The order of magnitude of the school participation deficit
associated with disability—which is as high as 50 percentage points in 3 of the 13 countries—is often larger than deficits
related to other characteristics, such as gender, rural residence, or economic status differentials. The results suggest a
worrisome vicious cycle of low schooling attainment and subsequent poverty among people with disabilities in developing countries.
Reviews the evolution of the Kenyan education system since independence from Britain in 1963. After independence, education was to be a significant tool not only for social justice and rapid development, but also for the promotion of unity and "nationhood'. Outlines the institutional and legal steps that were taken to improve the educational system and traces its development through four five-year development plans. In 20 years, the system has expanded dramatically and universal free primary education has been achieved, the progression of the system has been restructured, and the curriculum has been significantly revised. However, educational development has been hampered by insufficient resources due to poor economic conditions, a high rate of population growth, teacher shortages, the need to balance native language with foreign language instruction, poor internal efficiency, and continued problems with curriculum relevance. -from Author
Child disability is an emerging global health priority. To address the need for internationally comparable information about the frequency and situation of children with disabilities, UNICEF has recommended that countries include the Ten Questions screen for disability in the Multiple Indicator Cluster Survey (MICS) programme. We examined child disability screening and its association with nutrition and early learning in countries with low and middle incomes.
Cross-sectional data for the percentage of children screening positive for or at risk of disability were obtained for 191 199 children aged 2-9 years in 18 countries participating in the third round of MICS in 2005-06. Screening results were descriptively analysed according to sociodemographic, nutritional, early-learning, and schooling variables. We constructed a weighted analysis to account for the sampling design in every country and tested for differences within countries using chi(2) analyses.
A median 23% (range 3-48) of children aged 2-9 years screened positive for disability in the 18 participating countries. For children aged 2-4 years, screening positive for disability was significantly more likely in children who were not breastfed versus those who were (median 36% [9-56] vs 26% [4-51]) in eight of 18 countries, in children who had not received vitamin A supplementation versus those who had (36% [7-53] vs 29% [4-50]) in five of ten countries assessed, in children who met criteria for stunting (26% [6-54]) or being underweight (36% [3-61]) versus those who did not (25% [3-42] and 26% [4-43], respectively) in five of 15 countries assessed for stunting and in seven of 15 countries assessed for being underweight, and in those who participated in few early-learning activities versus others (31% [7-54] vs 24% [4-51]) in eight of 18 countries. Children aged 6-9 years who did not attend school screened positive for disability more often than did children attending school (29% [2-83] vs 22% [3-47]) in eight of 18 countries.
Our results draw attention to the need for improved global capacity to assess and provide services for children at risk of disability. Further research is needed in countries with low and middle incomes to understand and address the role of nutritional deficiencies and restricted access to learning opportunities as both potential antecedents of childhood disability and consequences of discrimination.
UNICEF; Department of Population Health Sciences, University of Wisconsin-Madison, USA.
The study by Mungala-Odera et al. is a rare and commendable attempt to establish the burden of sensory and motor disabilities/impairments in childhood in developing countries given its large sample size and the two-stage protocol. However the continued use of the Ten Questions Questionnaire (TQQ) which relies on verbal reports from parents/guardians for ascertaining the burden of impairments like hearing loss may not be appropriate for a number of reasons. First the TQQ was introduced in 1984 as a stop-gap for the identification of developmental disabilities in resource-poor countries in the absence of objective assessment tools and the dearth of skilled manpower. The various studies that followed over the next decade in countries like Bangladesh Jamaica and Pakistan justified its usefulness then as a basic screening tool and for providing baseline data. Subsequently the World Health Assembly (WHA) in 1995 passed a resolution recognizing the urgent need for the early detection of hearing impairment in babies infants and toddlers in view of the vital importance of early intervention. (excerpt)
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