Gender and Disability-Based Disparities in Educational Access, School Attendance, Completion, and Foundational Learning Outcomes among Children with Functional Difficulties: A Cross-Country Analysis of Inclusive Education

Abstract

Inclusive education is fundamental to providing equal learning opportunities for children with functional difficulties, but gaps in access and outcomes persist. Comparing school attendance, out-of-school completion, and foundational learning outcomes between children with and without functional difficulties, this research used data from the UNICEF Global Database (2017-2019). The study used a quantitative descriptive method to examine country-level indicators in 32 countries, considering disability and gender differences. Results showed persistent disparities, with children with functional difficulties showing lower attendance and completion rates, and higher exclusion rates. Early learning achievements in reading and numeracy were also much lower for this group, suggesting education access does not equate with effective learning. Subtle patterns of gender-based differences indicated further barriers for girls with functional difficulties in some settings. These findings underline the importance of education systems focusing not on enrolment rates but on effective participation and learning outcomes. To enhance inclusive education, specific measures are needed, such as better teacher training, inclusive school environments and disability-inclusive policy development. Eliminating such gaps is crucial for developing equitable and inclusive education systems that cater to diverse learning needs.