Abstract
The Sustainable Development Goals (SDGs), with their explicit focus on ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous people, and children in vulnerable situations by 2030, have provided significant international impetus to the education of children with disabilities. This chapter focuses on understanding the educational status, participation, and achievement of children with disabilities in South Asia. While the aim is to provide a critical overview of the whole region, the differing levels of research evidence among countries need to be acknowledged.
In order to provide a nuanced analysis of developments, the 3E framework – Entry, Engagement, and Empowerment – has been adopted. Doing so exemplifies the challenges and opportunities evident in education systems, in their efforts towards including all learners, including those with disabilities.
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Singal, N. (2020). Education of Children with Disabilities in the South Asian Context. In: Sarangapani, P., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_36-1
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