Economic benefits of education for children with disabilities under debate
Wordlwide there is a lot of attention paid to the millennium target of education for all in 2015. It looks as if this will be the most successful target, as interim reports indicate an increase in the number of children receiving education. Basic education is indeed a precondition for development. Nevertheless, children with disabilities do not seem to be benefiting from current efforts in the field of education. Exclusion is still in daily practice, and there are few signs globally that the situation is improving for them. There are many reasons why education for all is not taking off (see the opening article of DCDD's newsletter 12). The Editorial Board of the DCDD Newsletter decided to investigate the economic side of this issue in greater depth, and asked a number of activists and experts to respond to the discussion statement below:
“Investing in education for children with disabilities is not worthwhile from an economic point of view.”
This article has been published in DCDD's newsletter 12.
Investing pays
This proposition is not based on facts or solid arguments, but merely reflects an opinion that is based on bias and ignorance. Alas, this notion is widespread and contributes to an attitude of neglect and marginalisation towards people with disabilities. There are many reasons why investing in underprivileged young children yields high economic returns. Early intervention stimulates schooling, increases their capabilities and their ability to work, increases the productivity of schools and leads to less crime, teenage pregnancies and dependence on benefit payments. It increases income and promotes social cohesion. “For every dollar invested in them, there is a return of an additional 15 to 17 %.”, says James Heckman, winner of the 2005 Nobel Prize for economics and a Professor at the University of Chicago. Investing in education for children with disabilities is not only an activity that springs from human rights, justice and equality it is also, from an economic point of view, a healthy and necessary investment.
Kenneth Eklindh, Senior Programme Specialist at UNESCO, France (www.unesco.org). Email: K.Eklindh@unesco.org.
Millstone
In many African countries access to education is still an illusion for children with disabilities, even if they are entitled to it. Basic education may be free in a number of countries, but in my country, Malawi, 34% of all children with disabilities do not attend school for lack of specialised teachers and the poor facilities for Braille and sign language. Some policy-makers and even families regard investing in the education of children with disabilities as economically unprofitable. Providing education for a disabled child is considered to be expensive because of the costs of the facilities needed, such as Braille for blind children. In fact, the opposite is true. To deny the necessity of education for a child is more expensive when you take into account the price paid by the community. It produces a non-productive individual who is regarded as a millstone around the neck.
Mussa Chiwaula, Director of the Federation of Disability Organisations in Malawi (FEDOMA). Mr. Chiwaula is a human rights and disability activist of over 20 years standing. Email: fedoma@malawi.net.
Education is a right
Education is not a privilege, but one of the basic human rights for all children, irrespective of their physical, social or political position. In a study carried out in Zimbabwe in 2003 it appeared that of all the people with disabilities, 34% of the girls and 22% of the boys had never attended a school. The same was found in Mozambique, Namibia and Zambia from a research programme conducted in 2005. Many parents really believe that education for children with disabilities is throwing away money. A 19-year old orphan was denied the right to go to school by her father's family. She is not allowed to use his possessions either. She was raped, infected with the HIV virus and has a child from a man whose identity she does want to disclose. Her child, who is now six years old, is not going to school. The family does not want to provide for her or her child. In these conditions, the millennium target for education fails, not only for children with disabilities but for children without too. Societies must learn that disability is not the same as not being able to do anything.
Gladys Charowa, a single mother from Zimbabwe, has been disabled since 2001 as a result of a car accident. Ms. Charowa is the founder and Director of the Disabled Women Support Organisation (DWSO). Email addresses: gcharowa@comone.co.zw or dwso.hre@healthnet.org.zw. To read her extensive response to the proposition, see www.dcdd.nl?2905.
It is wise to invest
Raju, 10, is a boy from Coorg, Southern India, who has speech and hearing problems. His father, Vairappa, applied to the rehabilitation centre in Coorg for funding to maintain his family. The family wanted to breed sheep and needed money to buy them. He did not ask for money to pay for a hearing aid for his son. I asked the father what would happen to his son if he died, and how he planned to provide for his family when he was old. Vairappa had no answer to this. I told him about the advantages of his son having a hearing aid and being educated, which would allow him to earn money. Vairappa realised the importance of education and chose to apply for money to educate his son. Almost 6% of the population in developing countries is made up of people with disabilities. If these 6% are not regarded as people who contribute to society, a large part of them will become parasites. It is better to be wise and invest in this 6% than to regard them as a millstone around society’s neck.
K.R. Rajendra is Managing Director of Leonard Cheshire International South Asia (www.lcisouthasia.org). Contact via info@lcisouthasia.org. For an extensive response to the proposition, see: www.dcdd.nl?2906.
Not money, but attention
I disagree wholeheartedly with the proposition. People with disabilities have always been regarded as a liability, and something that costs money does not appeal. Running a school for special education costs money, but if teachers in mainstream schools are trained in special needs education from the start, there is no reason why they could not accept pupils with disabilities in their schools. It does not cost extra money, but it does require more attention. People are the main resource, and no economy in the world does well if a large part of the population is not productive. Aside from this, it was decided in April 2000 at the World Education Forum in Dakar that we should strive for education for all. That includes adults and children with disabilities.
Ms. Rachel Kamchacha Kachaje had an active role in the creation of FEDOMA (see above) and Disabled Women in Development (DIWODE). Email: globalfield@africa-online.net.
Not applicable to inclusive education
How can we split off the financing of education for children with disabilities from the financing of mainstream education? Here in South Africa we are going through a transition to an inclusive educational system. Regarding inclusive education, it is hard to tell which part of mainstream educational funding is intended for children with disabilities. Mainstream schools do not have the mechanisms for acquiring funding for pupils who need special support. Not surprisingly therefore, teachers and parents complain that these children do not receive adequate support. At this time these special facilities are only available in special education schools, but they are also necessary in mainstream schools. Financing of mainstream schools must begin to take account of the special needs of all children, including children with disabilities, orphans (as a result of HIV/Aids), and children living in poverty.
Judy McKenzie is the parent of a child with Down’s syndrome. She works for the Education Department in South Africa, where she trains teachers in inclusive education. Email: jocada@computronics.co.za.
Not market-directed
Children with disabilities are people, just like anybody else. They did not choose to be disabled, and they deserve extra attention and support from other people. Nobody owns her or his life, and anybody can become disabled. That is why governments must take suitable measures to give children with disabilities access to education. The tendency to marginalise people with disabilities because they need special facilities is something we must condemn and reject. Education should not be market-directed, but must be regarded as a good basis for economic and social development. People with disabilities must be able to receive education in order to lead better lives, and they should have the same opportunities as other people, because they can contribute to development. But this is only possible if society creates the space.
Christophe Zoungrana is co-ordinating the Global Campaign for Education Capacity Building for Central and West Africa. She can be contacted via: christophezoungrana@yahoo.fr.
Editor: Petra Jorissen.