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Determinants of schooling and academic achievements: Comparison between children with and without disabilities in India
ARTICLE

, University of Tokyo, Japan ; , Center for Research on International Cooperation in Educational Development (CRICED), Japan

International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Using nationally representative data from the 2005 India Human Development Survey, we identified the determinants of children’s school progression and academic achievements. Results revealed important dynamics of disability and income, both negative in educational attainment, completion, dropout and academic achievements. The effect of father’s education was small when it interacted with children’s disability whereas mother’s education had a positive association in secondary school completion as well as reading and writing skills. Policies addressing disability based discrimination, accessibility of school environment and social protection schemes are recommended to improve the education of children with disabilities.

Citation

Takeda, T. & Lamichhane, K. (2018). Determinants of schooling and academic achievements: Comparison between children with and without disabilities in India. International Journal of Educational Development, 61(1), 184-195. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2018.01.003

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