Author(s): Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar
Organisation(s): University of Cambridge (UK). Research for Equitable Access and Learning Centre
Pages: 13 p.
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan. The aims of this policy brief are to: Outline current approaches to identifying children with disabilities in surveys in Pakistan, with the aim of understanding their schooling experiences; Present emerging findings on education and disability in Pakistan; Highlight lessons from these data to inform approaches to identification of children with disabilities; Identify strategies to improve education provision for children with disabilities in Pakistan’s primary schools.