The schooling of disabled people in Brazil: attendance, retention and progression in primary education according to the 2000 Census

Authors

  • Tiago Henrique P. M. França Universidade de Coimbra
  • Eduardo Luis Gonçalves Rios-Neto Departamento de Demografia do Cedeplar/UFMG

Keywords:

Disability, School attendance, Grade retention, Grade progression probability

Abstract

This article aims to highlight the implications of disabilities in attendance, retention and progression in primary schools, using binary logistic statistical modeling. After presenting the different concepts of disability using the 2000 Census, we analyze the following questions. School progression is investigated using a measure called Grade Progression Probability (GPP), with the three most relevant points in the development of basic education. The results show wide disparity disabilities in determining the elements investigated. In general, all conditions are factors discouraging development in the school life. However, the implication of disabilities on the GPP decreases with each grade in elementary school, being less significant at each subsequent grade. Among the issues we analyzed, grade retention demonstrated a more significant variation, given the nature of controlling socioeconomic factors. Moreover, this study contains results and points to contributions to the scientific development of this area.

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Published

2012-01-12

How to Cite

França, T. H. P. M., & Rios-Neto, E. L. G. (2012). The schooling of disabled people in Brazil: attendance, retention and progression in primary education according to the 2000 Census. Brazilian Journal of Population Studies, 29(2), 239–257. Retrieved from https://rebep.emnuvens.com.br/revista/article/view/32

Issue

Section

Original Articles