Disability Gaps in Schooling and Learning Outcomes of Children in Ghana

Abstract

Abstract This paper examines schooling and learning outcomes of children with disabilities in Ghana. We used data from the Multiple Indicator Cluster Survey (MICS) and linear regression models to estimate the relationship between disability status and schooling and learning outcomes of children aged 5 to 17 years. We then explore the sources of the gaps in schooling and learning outcomes by decomposing the disability gaps into explained and unexplained components. Our results show that disability is associated with poor schooling and learning outcomes for children in Ghana. We find that ities are less likely to be enrolled in school and those who have enrolled are less likely to be in the grade appropriate for their age. Children with disabilities also recorded lower performance in reading tests compared to children without disabilities. We also find that the disability gap in schooling and learning outcomes arises from unexplained factors, which may include institutional and structural factors, rather than differences in observable characteristics between children with and without disabilities. Addressing these gaps requires targeted policy interventions, including investment in disability-accessible infrastructure, inclusive teaching pedagogies, and stronger enforcement of inclusive education laws and policies to ensure that children with disabilities have equitable access to schooling and learning opportunities.