Towards inclusive education :Where we are and where are we heading for?
Kamal Lamichhane, Ph. D.
Associate Professor
Center for Research on International Cooperation in Educational Development (CRICED)
University of Tsukuba
E-mail: kamal@criced.tsukuba.ac.jp

February, 11, 2017

2CRICED in U. Tsukuba
 Established in 2002.
 Supporting educational development in developingcountries
 Researching on various aspect of education aiming
at meeting regional needs.
 Invite visiting research fellows to collaborate on
research in education
 Disability and inclusive education is one of themajor components in these activities3Global schooling status
Nearly 5.7 million children out of schools inthe world (UNESCO, 2012),
Among them, 1 in 5 drop out
2 in 5 of out-of-school children are neverenrolled in schools(Report of the Secretary-General, "Progress
towards the Sustainable Development Goals")4Disability and education
 An estimated one-third of out of school children arechildren with disabilities (UNESCO, 2009)
 Majority of them are still out of school(Mizunoya and et al, 2016)
 Globally, 15 percent of the worldwide population havedisability (WHO, 2011)
 People with disabilities are one of the most vulnerable

groups :education, employment, natural disasters, risinginequalities and poverty
 Without quality education, disabled people will not be able

to develop their full educational and employment potential.

5Disability and education (contd.) Following the Salamanca World Conference in 1994,

special and integrated education gave way to inclusive
education
 Need for inclusive schools to respond to the diverse needsof students;
 Accommodate diversity and different styles in learning; Ensure quality education to all students with appropriate

curricula, organizational arrangements, teaching strategies,
resource use and partnerships with their communities

6Disability in sustainable development
goals (SDGs)
 Inclusiveness of disability and other minority

groups are ensured among 17 SDGs
(UN general assembly, 2015)
 Amongst 169 targets set in the 17 SDGs, 7 out ofthem focus on people with disabilities fromeducation to urban planning Significant improvements from MDGs wheredisability was overlooked in its goals and targets

7Disability in SDGs (contd.) Goal 4 ensure inclusive and equitable quality

education and promote lifelong learning
opportunities for all Goal 4.5 vulnerable persons including people withdisabilities
 4.a Build and upgrade education facilities that arechild, disability and gender sensitive and provide
safe, non-violent, inclusive and effective learning
environments for all

8Disability and world education forum 2015
 Incheon declaration of world education forum inSouth Korea in 2015
 paragraph seven on inclusion and equity in
education of people with disabilities
 “no education target should be considered met
unless met by all” (UNESCO, 2015).
 These goals will be unachievable by excluding any
segment of people
 Importance to prioritize disability in the stage ofSDGs implementation

9

Universal primary education and disability(Uganda with Takahiro Tsujimoto)
Table1: Effect of UPE on Educational years, Enrollment rate and complete
rate of children with disabilities (Ongoing work with T.Tsujimoto)
Educational Years
FullMale
Female(1)(2)(3)

Panel A: Full sample
Has Disablity * UPE cohort

Female * UPE cohort

Panel B: Poor household sample
Has Disablity * UPE cohort

Female * UPE cohort

Panel C: Non-Poor household sampleHas Disablity * UPE cohort

Female * UPE cohort

Full(4)

Enrollment Rate
MaleFemale(5)(6)

Full(7)

Complete Rate
MaleFemale
(8)
(9)

0.212
(0.260)-0.373(0.377)0.548(0.336)-0.008[0.025]-0.043[0.029]0.014[0.030]0.021[0.033]-0.055[0.052]0.066[0.043]0.608***(0.174)--0.069***[0.027]--0.076***[0.021]---0.078(0.358)-0.391(0.509)0.218(0.450)-0.043[0.038]-0.064[0.043]-0.027[0.044]0.021[0.041]0.001[0.067]0.029[0.056]0.906***(0.238)--0.102**[0.047]--0.070***[0.021]

-

-

0.408
(0.368)-0.285(0.530)0.865*(0.483)0.000[0.030]-0.039[0.036]0.041[0.042]0.024[0.046]-0.080[0.068]0.105*[0.062]0.422*(0.236)

-

-

0.045
[0.031]--0.060*[0.032]--

Note: Robust standard error in parentheses and Delta-method standard error in branket. *, **, *** isp<0.1, 0.05, 0.01. All specifications include covariates, region fixed effects.

10Disability and school participation(India, with Takeda, forthcoming)
Table 2: Comparison of People with and without Disabilities (Children aged 6 to 18)

Educational access
School participation
School completion (10th grade)Years of Schooling
Dropout
Educational outcome (Academic Skills)
Reading test score (0 to 4)
Math test score (0 to 3)
Writing test score (0 to 1)

MobilityType of Difficulty
Self-care
HearingSeeing

Non-DisabledPeople (Non-PwD)

66.06%
5.80%
3.10
15.59%

62.26%5.00%
2.87
15.95%

61.70%
3.64%
2.67
16.33%

71.78%
17.74%
3.75
14.77%

89.81%
32.41%
4.61
9.61%

1.76
0.87
0.58

1.56
0.87
0.54

1.63
1.02
0.57

1.98
1.04
0.55

2.62
1.58
0.69

Notes: (1) For the variable of school completion (10th grade), averaged percentages of children aged 16 to 18 are presented. (2) For the variableof out of school children and academic skills (reading, mathematics and writing), the summary statistics are provided for children aged 8 to 11
since we use these variables only for the analysis of academic skills.

11

Teaching style adjustment by teachers in mainstream
schools (Nepal case)(Lamichhane, 2016)12

Concluding remarks
 Families of persons with disabilities facechallenges to invest in their children’s education
 Poverty reduction strategies explicitly need tofocus on families with members with disabilities
 Barriers to education should be eliminated Otherwise, systematic exclusion of people withdisabilities in development programs cumulatively
poses us a vulnerability.

13

Concluding remarks (contd.)Econometric and qualitative analysis ofdisability and education in a global levelImpact evaluation of projects aiming at
promoting quality inclusive education
Work on disability-disaggregated datacollection
Development and adaption of new methods,
materials and teacher training

14

Thank you.