Abstract
ABSTRACT Children with disabilities are considered to be the group most excluded from basic education. While disability remains the strongest barrier to accessing education, studies have shown that appropriate policies can help to reduce barriers to education. This paper examines the determinants of school status for children with disabilities in four provinces and Ulaanbaatar in Mongolia. The results indicate that severe types of disabilities, preschool experience and parents’ stated obstacles, as well as classmates’ understanding, are strongly related to school enrolment. Furthermore, this study found that school status depends on the amount of human resource available within the family, such as grandparents’ or siblings’ abilities to accompany children with disabilities to school.
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