Poor people are most likely to be disabled, and the exclusion of disabled people from education means that they are also more likely to remain poor. Despite calls for better data to inform the extension of education for disabled children, data in this field remain weak. This paper asks whether a national survey of disability prevalence is the best…

A new "inclusive" curriculum has been introduced in Papua New Guinea, with significant levels of support from a bilateral development agency. The curriculum is inclusive in the sense that it is designed to meet the diverse, complex, and ever-changing needs of students. Research indicates the curriculum has been shaped by various…

Children with disabilities are one of the many groups of children still not enrolled in primary education in developing countries. However, their educational exclusion and right to education are now receiving more policy attention. This paper reviews some of the key issues and challenges in relation to disability, education and development:…

This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial…

The South Africa Schools Act requires every child to "attend school from the first school day of the year in which such learner reaches the age of seven years until the last day of the year in which such learner reaches the age of 15 years or the ninth grade, whichever comes first" (Republic of South Africa, 1996). This paper addresses…