: Clark, David; Sawyer, Jennifer; East Asia and Pacific Regional UNGEI, 2014
The EAP UNGEI is proud to release this report, which highlights striking gaps in knowledge around the gender dimensions of education for children with disabilities in the East Asia Pacific region.
Disability and gender are both potent factors creating educational marginalisation for children. Girls and boys with disabilities are also likely to experience marginalisation differently. Research suggests boys are more vulnerable to trauma and illness while girls with disabilities are less likely to access education services and resources. Yet, much of the analysis of education for children with disabilities lacks a gender perspective. A key obstacle to addressing the gender dimensions of education for children with disabilities is that there is very limited data, particularly in lower income countries. In addition, where data does exist it is often not disaggregated by sex.
This report acts as a call to action to highlight the issue of gender equality for children with disabilities and provides an overview of the current situation of girls, and boys, with disabilities in the region. The aims of the paper are to i) Identify the obstacles faced by girls and boys with disabilities to obtaining a quality education, ii) Make policy recommendations based on this evidence, and iii) Stimulate further debate and research in this field.
Please note that this is a draft working discussion paper.