Educational Equity for Children with Disabilities in the Global South: Special Reference to India

Abstract

The issue of disability inclusion and educational equity continues to be a challenge in the Global South, whereby the existing inequalities are further aggravated by the institutional capacity gaps affecting the ability of PwDs to access education. This paper uses an empirical approach to investigate the effect of having a disability on educational outcomes in India, drawing lessons from other areas in the Global South. The analysis will use datasets such as Census 2011, NSSO (2018), and UDISE+ (2024–25). The use of multivariate regression models, logistic modelling, and multilevel analysis will provide insights into the enrolment, retention, and achievement of people living with disabilities. The findings suggest that individuals living with a disability have a lower probability of enrolling and completing education as compared to their counterparts without a disability. There is a higher negative impact on females, rural communities, and poor households. However, even with positive policies like the Rights of Persons with Disabilities (RPwD) Act (2016) and National Education Policy (NEP) 2020, there is still a policy-implementation gap.