SFeDu
of.211, Gorgoko St., 88 
Rostov-on-Don
Russia
344002
+7 (863) 250-59-54
This email address is being protected from spambots. You need JavaScript enabled to view it.
te@sfedu.ru

TERRA ECONOMICUS

  • Home
  • Issues
  • 2022
  • No 4
  • Socio-economic factors behind inequality in the access to education amongst people with disabilities: An econometric analysis

Socio-economic factors behind inequality in the access to education amongst people with disabilities: An econometric analysis


TERRA ECONOMICUS, , Vol. 20 (no. 4),

The article examines the socio-economic factors of inequality in access to the education system among children and youth with disabilities. The research question relates to the discrimination that accompanies children and youth with disabilities aged 3 to 24 years, which corresponds to the official age of a person to study, from the preprimary to higher education. We found that persons with disabilities are statistically significantly less likely to be included in the education, and these differences are especially stark at pre-primary school and after 15 years of age, which normatively corresponds to the end of the lower secondary school. An econometric analysis revealed that the educational attendance of people with disabilities is consistently associated with such factors as poverty, place of residence, and the type of disability. The article ends with recommendations for social policy on the inclusion of persons with disabilities in the educational process
Citation: Avanesian G., Borovskaya M., Astoyants M., Tarasenko L. (2022). Socio-economic factors behind inequality in the access to education amongst people with disabilities: An econometric analysis. Terra Economicus 20(4), 87–98 (in Russian). DOI: 10.18522/2073-6606-2022-20-4-87-98
Acknowledgment: The research is supported by Southern Federal University, 2022, project № ВнГр-07/2020-02-АП.


Keywords: disability; inclusiveness; education system; labor market; equality of opportunity; econometric analysis

JEL codes: I24, J14, J24, Z13

References:
  • Демьянова А.В., Лукьянова А.Л. (2016). Влияние статуса инвалидности на предложение труда в России. Прикладная эконометрика (4), 50–74. [Demianova, A. and Lukiyanova, A. (2016). The impact of disability status on labor supply in Russia. Applied Econometrics (44), 50–74 (in Russian)].
  • Косарецкий С.Г., Груничева И.Г., Гошин М.Е. (2016). Образовательная политика России конца 1980-х – начала 2000-х годов: декларации и практическое влияние на неравенство в общем образовании. Мир России. Социология. Этнология (4), 115–135. [Kosaretsky, S., Grunicheva, I. and Goshin, M. (2016). Russian educational policy of the late 1980s – early 2000s: Declarations and the actual impact on inequality in general education. Universe of Russia. Sociology. Ethnology(4), 115–135 (in Russian)].
  • Косарецкий С.Г., Куприянов Б.В., Филиппова Д.С. (2015). Особенности участия детей в дополнительном образовании, обусловленные различиями в культурно-образовательном и имущественном статусе семей и месте проживания. Вопросы образования (1), 168–190.[Kosaretsky, S., Kupriyanov, B. and Filippova, D. (2015). Specific features of children involvement in supplementary education depending on cultural, educational and financial status of families and place of living. Voprosy obrazovaniya / Educational Studies Moscow (1), 168–190 (in Russian)].
  • Косарецкий С.Г., Пинская М.А., Груничева И.Г. (2014). Проблемы бедности и доступа к образованию. Оценка ситуации в России и международный опыт. Мир России. Социология. Этнология (2), 133–153. [Kosaretsky, S., Pinskaya, М. and Grunicheva, I. (2014). Poverty and access to education: Russian situation and international experience. Universe of Russia. Sociology. Ethnology (2), 133–153 (in Russian)].
  • Косякова Ю., Ястребов Г., Янбарисова Д., Куракин Д. (2016). Воспроизводство социального неравенства в российской образовательной системе. Журнал социологии и социальной антропологии (5), 76–97. [Kosyakova, Y., Yastrebov, G., Yanbarisova, D. and Kurakin, D. (2016). Reproduction of social inequality in the Russian educational system. The Journal of Sociology and Social Anthropology (5), 76–97 (in Russian)].
  • Курбангалеева Е.Ш., Веретенников Д.Н. (2017). Доступность высшего профессионального образования инвалидам и лицам с ограниченными возможностями здоровья (ОВЗ). Психологическая наука и образование 22(1), 169–180. [Kurbangaleyeva, E. and Veretennikov, D. (2017). Accessibility of higher education for students with disabilities. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education 22(1), 169–180 (in Russian)].
  • Рощина Я.М. (2012). Семейный капитал как фактор образовательных возможностей российских школьников. Вопросы образования (1), 257–277. [Roshchina, Y. (2012). Family capital as a factor of educational opportunities for russian high school students. Voprosy obrazovaniya / Educational Studies Moscow (1), 257–277 (in Russian)].
  • Хавестон Т., Чиркина Т. (2019). Образовательный выбор учащихся после 9-го и 11-го классов: сравнение первичных и вторичных эффектов социально-экономического положения семьи. Журнал исследований социальной политики 17(4), 539–554. [Khavenson, T. and Chirkina, T.(2019). Student educational choice after the 9th and 11th grades: Comparing the primary and secondary effects of family socioeconomic status. The Journal of Social Policy Studies 17(4), 539–554 (in Russian)].
  • Хасанова Р.Р., Макаренцева А.О. (2018). Бедность инвалидов и домохозяйств с инвалидами. ЭКО (3), 44–59. [Khasanova, R. and Makarentseva, A. (2018). Poverty of disabled people and households. ECO Journal (3), 44–59 (in Russian)].
  • Ярская-Смирнова Е.Р., Романов П.В. (2005). Доступность высшего образования для инвалидов. Университетское управление: практика и анализ (1), 89–99. [Yarskaya-Smirnova, E. and Romanov, P. (2005). Accessibility of higher education for disabled. University Management: Practice and Analysis (1), 89–99 (in Russian)].
  • Black, M., Walker, S., Fernald, L. et. al. (2017). Early childhood development coming of age: Science through the life course. The Lancet 389, 77–90.
  • Heckman, J., Moon, S., Pinto, R., Savelyev, P. and Yavitz, A. (2010). The rate of return to the High Scope Perry Preschool Program. Journal of Public Economics 94(1-2), 114–128.
  • Hoogeveen, J. (2005). Measuring welfare for small but vulnerable groups: Poverty and disability in Uganda. Journal of African Economies 14(4), 603–631.
  • Mitra, S., Posarac, A. and Vick, B. (2013). Disability and poverty in developing countries: A multidimensional study. World Development 41, 1–18.
  • Mizunoya, S., Mitra, S. and Yamasaki, I. (2018). Disability and school attendance in 15 low- and middle-income countries. World Development 104, 388–403.
  • Palmer, M., Nguyen, T., Quach, Q., Dang, D., Hoang, H. and Berry, H. (2010). Disability measures as an indicator of poverty: A case study from Vietnam. Journal of International Development 24, 53–68.
  • Rischewski, D., Kuper, H., Atijosan, O., Simms, V., Jofret-Bonet, M., Foster, A. and Lavy, C. (2008). Poverty and musculoskeletal impairment in Rwanda. Transactions of the Royal Society of Tropical Medicine and Hygiene 102(6), 608–617.
  • Trani, J.-F. and Loeb, M. (2012). Poverty and disability: A vicious circle? Evidence from Afghanistan and Zambia. Brown School Faculty Publications 33.
Publisher: Southern Federal University
Founder: Southern Federal University
ISSN: 2073-6606