Data collection

Children with disabilities are entitled to attend school like all other children; however, tens of thousands of children with disabilities in Nepal are deprived of this right. There are 120 to 150 million children with disabilities under the age of 18 worldwide. UNESCO estimates that children with disabilities represent more than one-third of the 67 million children who are out of school worldwide.
In some countries, the chances of a child with a disability not attending school is two or three times greater than a child without a disability. There is no clear data on the total number of children with disabilities in Nepal and how many of them are out of school. Based on the government’s conservative figures from a 2001 analysis, there are, at the very least, 207,000 children with disabilities in the country.

The field research for this report was conducted between March and April 2011 across eight districts in three regions of Nepal (central, mid-western and far-western). The three regions
were selected because they represent different geographic areas (plains, hilly and mountain areas); and there are active organizations working with people with disabilities who could provide guidance, facilitate interviews and collaborate with Human Rights Watch on advocacy.

Category: 

Legislation, Policy and Financing

Year: 

2011

In developed countries, establishing eligibility for persons with disabilities is a requirement for accessing specialized services or benefits. The underlying conceptualizations of disability are often problematic because they concentrate on deficits but try to promote social participation and focus on dependence while trying to strengthen independence. In addition, such conceptualizations are unable to respond to the rights-based approach of the UN Convention on the Rights of Persons with Disabilities. The International Classification of Functioning, Disability and Health Version for Children and Youth provides a model and classification that allows relating disease- or impairment-specific information to participation in the life domains relevant for a specific policy area. Establishing eligibility in education systems needs to be compatible with the principles of inclusive education, participation, and social justice. In addition, the overall goals of education and individualized goals for a specific child with disabilities need to be taken into account. Using the International Classification of Functioning, Disability and Health Version for Children and Youth as a model and classification, the different factors influencing eligibility-related decisions (impairments, activity/participation, environment, personal factors) can be made transparent to provide the basis for a decision-making process to which parents and the child actively contribute.

Category: 

Definition and Classification of Disability

Year: 

2012

This rapport was written on the basis of the MICSII from the period 1999-2011 and focused on the Ten Questions which specifically discussed children with disabilities. Out of the 65 countries 7 provided the research team with all of the information necessary for an analysis. The purpose of this paper is to use the data under the MICS exercise to produce estimates on children with disability, describe their characteristics and look at the relationship between disability and child development.

Category: 

Data Collection/Monitoring & Evaluation

Authors:

Loaiza, Edilberto & Cappa Claudia

Year: 

2005

Disability statistics: why are they important and what does ICF add? ICF framework; data collection methods and instruments; Using ICF survey and census design; planning and measurement issues; instrument development; organizing field work; processing data; analysisng and disseminating; key to sound policy formulation

Category: 

Definition and Classification of Disability

Authors:

WHO/ESCAP

Year: 

2008

The International Standard Classification of Education (ISCED) is a framework which allows for the standardized reporting of a wide range of policyrelevant education statistics according to an internationally agreed set of common definitions and concepts thus ensuring cross-national comparability of resulting indicators. The General Conference adopted 34 C/Resolution 20, at its 34th session inviting the Director-General to initiate a review and revision of the 1997 version of the ISCED taking account of changes in education policies and structures over the preceding decade.

Category: 

Data Collection/Monitoring & Evaluation

Authors:

UNESCO

Year: 

2011

Given the lack of data related to EFA and MDGs and disability, the study presents data sets that do gather info on children with disabilities and gives suggestions on how to use them to advocate

Category: 

Data Collection/Monitoring & Evaluation

Authors:

Robson & Evans

Year: 

2013

This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Cassady, et al

Year: 

2004

Organization: 

HANDISAM (Head of Division of Analysis)

Category: 

Data Collection/Monitoring & Evaluation

Area of study: 

Data collection

Organization: 

Center for Outcome Analysis

Category: 

Data Collection/Monitoring & Evaluation

Area of study: 

Data collectionParticipatory research

Organization: 

EADSNE - Assistant Director

Category: 

Data Collection/Monitoring & Evaluation

Keywords: 

PolicyData collectionTeacher preparationSENEU

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