Inclusion of Children with Disabilities in Education What

Inclusion of Children with Disabilities in Education: What can we learn from new household survey tools Dr. Claudia Cappa, Senior Adviser for Statistics and Monitoring Dr. Suguru Mizunoya, Senior Adviser for Statistics and Monitoring UNICEF New York, USA Thursday 20 th February 2020

Outline • Module on Child Functioning (CFM) • Module on Inclusive Education (IEM) • Module on Foundational Learning Skills

Child Functioning Module: Objectives • Primary purpose: identify children with functional difficulties • Rationale: in an unaccommodating environment, children with functional difficulties are at risk of experiencing limited social participation • Aim − To provide cross-nationally comparable data − To be used as part of national population surveys or in addition to specific surveys (e. g. , health, education, etc. ) − Ongoing test to evaluate the use of the module in EMIS

The International Classification of Functioning (ICF) Model UNICEF/WG Module on Child Functioning Health Condition (disorder/disease) Body Function & Structure (Impairment) Personal Factors Activities (Limitation) Participation (Restriction) Environmental Factors

The link between functional difficulties and disability

Domains of Functioning in the Child Functioning Module for Children aged 5 -17

Disability Data in the Multiple Cluster Indicator Survey (MICS) • • MICS survey is a global program, providing valuable data especially in low-income and/or emergency countries 58 countries participated in the current round (MICS 6) • Both child and adult functioning data are collected using age-specific questionnaires: • 2 -4 years old (Child Functioning Module) • 5 -17 years old (Child Functioning Module) • 18 years or older (WG-Short Set) • Results and data from 17 countries are already available at mics. unicef. org 22 years, 109 countries, 300+ reports

Module on Inclusive Education: Objectives • Focuses on environmental influences on participation in school • Relies on parental perceptions/assessments • To be used across a variety of school contexts • Focuses on formal education • Includes questions on attitudes towards inclusive education, school environment (for children who are currently attending school), and reasons for not attending school)

The International Classification of Functioning (ICF) Model UNICEF/WG Module on Child Functioning Health Condition (disorder/disease) Body Function & Structure (Impairment) Personal Factors Activities (Limitation) Participation (Restriction) Environmental Factors UNICEF/WG Module on Inclusive Education

Proportion of children aged 5 -17 with functional difficulties Mongolia 6. 1 Montenegro 7. 5 Lesotho 8 Kyrgyzstan 8. 9 Gambia 10. 1 Suriname 13. 6 Madagascar 14. 2 Pakistan. . . 17. 7 Iraq 22. 1 Sierra Leone 23 Tunisia 23. 7 0 Data Source: MICS surveys 5 10 15 20 25

Prevalence of functional difficulties by type (Suriname, age 5 -17) 15 16 14 Male 12 12 Female 10 8 5 y ty • The most common FD are related to anxiety and controlling behavior • Hearing and seeing FD are rarer Data Source: 2018 Suriname MICS survey 4 di sa y An xi e C on tro llin g be h av io ur ge g ce pt in 3 3 An 1 ch an ar ni n Ac ep r Le es si o g al ki n 2 g 1 2 1 n 1 W rin be em em R ak i ng fri en ds io n M 3 g 1 1 1 un ic at om C on C m ce nt ra tin g ar e ei ng Se H ea rin g 0 1 1 0 lfc 1 0 0 Se 2 2 3 D 3 4 5 bi lit 6

Attendance, repetition and dropout by functional domains (Tunisia, age 5 to 17) • • Attendance and dropout rates are similar between children with or without FD. However, there is a tendency for significant gaps in repetition rates across countries. Adjusted net attendance rate Dropout and repetition rates 100 90 82 80 82 70 25 19 20 60 15 50 12 40 40 30 32 20 10 26 10 21 5 0 0 7 2 2 2 Primary 1 Lower secondary Dropout Any functional difficulty No functional difficulties 12 No functional difficulties Primary Lower secondary Repeat Any functional difficulty

Definition of Foundational Learning Skills (SDG 4. 1. 1 a. )

Foundational skills by functional difficulties (Sierra Leone and Kyrgyzstan, age 7 to 14) • There is a tendency that children with FD tend to have less foundational learning skills 70 53 50 42 39 40 30 20 • The degree of the gap depends on the national context 59 60 17 14 12 12 10 0 Reading Numeracy Reading Sierra Leone No functional difficulties Numeracy Kyrgyzstan Any functional difficulties Data Source: 2017 Sierra Leone MICS survey and 2018 Kyrgyzstan MICS survey

Where to find the CFM (and related documentation), plus updates on data work data. unicef. org/disability

THANK YOU! Q&A