According to the 2018 UNICEF Country Report on Out-of-School Children, 36.6% of girls with disabilities aged 10 to 15 were out of school, compared to 26.3% of boys with disabilities. I haven’t passed PCBS provides her figure of 23.8% of disabled girls out of school compared to 29.9% of men in the same situation. Moreover, thousands of children with disabilities are not registered, are not screened and are deprived of services, including education.
Surveys conducted within this gender studies framework do not provide demographically representative evidence of gender disparities in access to education due to their limited scope. Parents surveyed most often declared themselves in favor of equal access to school for all children, but education and her CBR staff testimony found that in situations of financial scarcity, protection On the one hand, people prioritize the education of children without disabilities over children with disabilities. On the other side, more boys with disabilities are enrolled than girls with disabilities, especially after her sixth grade.
To ensure that children with disabilities of both genders enjoy their right to education and their right to gender equality, it is important to understand how gender and disability interact to contribute to an inclusive and gender-transforming education. It is very important to understand what rights are restricted or restricted. In this sense, the reasons behind the dropout of girls and boys with disabilities, or the fact that they never attended school, were evaluated in this study. Because it’s a girl with one or more difficulties.
In addition to this objective, the current study analyzes policy, institutional, financial and cultural barriers between girls and boys with disabilities and boys without disabilities. Primary sources were collected through 64 surveys and 15 in-depth interviews of parents of children with and without disabilities in Bethlehem and her three governorates of Gaza. In addition, qualitative data were collected in semi-structured interviews and focus groups with key informants from the education and protection cluster, education and her CBR staff, and her members of the West Bank and Gaza communities. I was. The main conclusions of this gender survey are: