Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities in India

Limaye, Sandhya

doi:10.4135/9781526470430.n44

Cited by 17 publications

(27 citation statements)

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“…The terms natural and human-made environment barriers refer to the physical accessibility of buildings and public spaces ( 43 ). In the descriptive scoping review, nine studies identified environmental barriers that were influenced by natural and constructed environment characteristics from the perspectives of CWD, caregivers, stakeholders [stakeholders ( 46 , 50 , 52 , 67 , 73 , 74 , 83 , 84 , 90 )]. Four studies reported barriers from the parents’ perspectives ( 50 , 67 , 83 , 90 ).…”

Section: Resultsmentioning

confidence: 99%

“…The support and relationships section in (ICF Chapter 3) includes teachers, parents, relatives, and friends who provide physical or emotional support, nurturing, protection, help, and support to others at home, at work, in school, or at other sites where daily activities take place ( 36 ). Thirty studies highlighted barriers to education as a result of a lack of support and relationship development at school, in the family, and in the community ( 14 , 47 – 50 , 52 , 53 , 56 , 57 , 60 , 61 , 63 , 65 – 68 , 69 , 72 , 74 , 75 , 76 , 78 , 80 , 83 , 84 , 88 , 90 – 92 , 95 ).…”

Section: Resultsmentioning

confidence: 99%

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Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Bani Odeh,

Lach

2024

Front. Public Health

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BackgroundInclusionary ideals regarding the education of children with disabilities (CWD) are articulated in various international human rights treaties and instruments such as the United Nations Convention on the Rights (2006), the Salamanca Statement (1994), and the 2030 agenda of the UN’s Sustainable Development Goals (SDGs). In the latter, the fourth goal explicitly focuses on the removal of barriers to education and supporting access to quality, equity, and inclusion for people with disabilities. Although data regarding access to education among CWD remains scarce, it is well known that rates of their participation in education remain low, particularly among those in LMICs. The research question of this descriptive review is what are the barriers to and facilitators of education for children with disabilities worldwide aged between 6 and 18 years old?MethodsA descriptive review of literature published in English between 2013 and 2021 was conducted following the Joanna Briggs Institute (JBI) guidelines for a scoping review using the following databases: EBSCO, SocINDEX with full text (EBSCO), and ERIC (EBSCO). The search resulted in 7,072 titles and abstracts, which were narrowed down to 1,335 papers for full text review. After data extraction, 54 papers were included in the analysis, with 34 being qualitative, 10 quantitative, and 10 mixed-methods studies. The findings on the facilitators and barriers to education for children with disabilities were analyzed using the International Classification of Function, Disability and Health (ICF) and Urie Bronfenbrenner’s Ecological Framework (1979).ResultsOut of the eligible studies included in our research, 40 were conducted in developing countries, while 14 studies conducted on LMICs. Of the five environmental domains in the ICF, the most significant barriers were found to be that of attitudes and services, while technology and effective communication with school staff were found to play a crucial role in facilitating the education process. Applying Bronfenbrenner’s framework, barriers occurred at the micro-system (school level), meso-system (parent and teacher communication), exo-system (services), and macro-system (education policy). Only 3 out of the 54 studies included the voices of CWD.ConclusionDespite documented barriers, facilitators of education for CWD are underexplored, lacking research on their voices. Further investigation is needed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Bani Odeh,

Lach

2024

Front. Public Health

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“…According to this research, 23.3 % of CWDs have access to schools in Sudan [ 49 ] whilst one-third of disabled children attended school in Afghanistan. It was also discovered that children with disabilities are among those who face the greatest barriers to attending school and finishing their primary education [ 78 ]. These results are in agreement with an earlier study that disability has a detrimental impact on a child's likelihood of attending school at the primary and secondary levels.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

A systematic review of academic performance of Children with Disabilities (CWDs) in inclusive education schools in Low and Middle-Income Countries (LMICs)

Adjei,

Osei,

Edusei

et al. 2024

Heliyon

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“…Factors influencing accessibility to education for children with disability have been reported in several studies. A study in India reported that access to education for children with disability was influenced by several factors including parents' perception of children with disability, disability severity, society's attitude toward disability, school staff and infrastructure, poverty, availability of support systems, and government policies on the education of children with disability (Limaye, 2016). Other studies reported various factors influencing parents' choice for their children with disability schooling were social economic status, school distance from home, government policy (Ball et al, 2013;Jacobs, 2013).…”

Section: Introductionmentioning

confidence: 99%

Choosing Inclusive or Special Schools for Children With Disability in Indonesia: Educational Placement and Analysis of Related Factors

Widagdo

Pudjohartono

2023

IJIET

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Access to education remains a challenge for children with disability. In Indonesia, families can choose to send children with disability to either inclusive or specialized schools. This study aimed to identify the factors associated with the choice of sending children with disability to inclusive or special schools and factors linked to school dropout. Caregivers of children with disability in Java, Indonesia were interviewed to collect data on enrolment in school, sex and age of the children with disability, type of disability, parents’ age and education, and independence of children with disability. The characteristics of children with disability studying in inclusive and special schools were compared. Logistic multivariate linear regression was done to analyze factors related to the choice of school. Data from 281 children with disability were analyzed: 175 (62.3%) of the school-aged children with disability were actively studying at school, with 84.57% studying in inclusive schools and 15.43% in special schools. Children’s age, independence in daily activities, and ability to learn and play are factors that affect parents’ choice of educational placement for children with disability. Children’s age and mothers’ age are variables influencing children with disability to drop out.

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Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities in India

Cited by 17 publications

References 0 publications

Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

A systematic review of academic performance of Children with Disabilities (CWDs) in inclusive education schools in Low and Middle-Income Countries (LMICs)

Choosing Inclusive or Special Schools for Children With Disability in Indonesia: Educational Placement and Analysis of Related Factors

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