Individual and contextual factors influencing the placing of children with disabilities in regular or special needs education

Abstract

Background. Having a disability and living in a low- or middle-income country, may hinder the access to education, which can cause inequality in comparison to those who do not have a disability. Purpose. This study aims to examine individual and contextual factors why children with disabilities are either going to regular or special needs schools. Having insights into these factors can contribute to the enhancement or referral of more children with disabilities into inclusive forms of education. Method. This study used a mixed methods approach with India as the case for data gathering. A quantitative document analysis on child characteristics from 827 children was conducted and analyzed through logistic regressions. Qualitative data was gathered through a focus group with members from the local strategic partner organization, 4 interviews with local partner organizations and 17 interviews with parents. Results. Results indicate that the type and severity of a disability, the role of the partner organizations and the facilities and attitude of schools are the most influencing factors on the process of a child with a disability going to a regular or special needs school. Discussion. This research gave an insight on individual and contextual factors of influence and showed the influencing role of several systems around a child. Implications for the professional conduct include guidance in the capacities of partner organizations and improving of parental participation. Further research in different countries is necessary to improve generalization.