Handicap International experience in Afghanistan - CBM

Figure 26: Retention, Transition and Completion According to DifferentTypes of Disability605040Physical Disability Before 18Mental Disability Before 18Epilepsy/Seizures Before 18Sensorial Disability Before 18Associated Disabilities Before 18Non-Disabled or Disabled after 113020100In Class 5 and Above In Class 6 and Above In Class 12 and Above Higher Educationa major determinant. This can lead to the assumption that social norms of valorisation and acceptance do playan important role. Additionally, physically disabled persons have special needs with regards to access, butonce in school the teaching methods are the same as the rest of the children. This is not the case for sensorialand mental disabilities where actually getting to school is not the major obstacle but the main challenge liesin the adaptation of teaching methods and the training of teachers. Sensitization of other children to theirspecial needs is also an important element in order to fight stigma and discrimination.Persons with mental and associated disability to stop schooling in the earlier stages constitute the highestproportion.Figure 27: Drop-outs According to Age of Disability80706050• Drop-out before Class 6 (age>12)• Drop-out Class 6 (age>12)• Drop-out Class 7 to 11 (age>18)• Drop-out Class 12 ( age>18)• Drop-out after Class 12 (age>23)403020100Disabled BeforeAge 7Disabled Between7 and 14Disabled Between15 and 20Disabled after 21 andNon-DisabledAlso, gender is a major discriminatory factor when looking at these results. The overall trends show thatphysically disabled boys have access and are retained in schools. The number of disabled girls is far lower.When people become disabled before age 7 or are disabled during school years, the chances that they willdrop-out before the end of primary school are high. There is no person who became disabled before schoolage and reached higher education level in our sample. If a person becomes disabled between ages 15 and 20then he/she has a high chance of not completing secondary school. Impairment also has a negative impact ondisabled students resulting in their stopping school due to their inability to follow class or even rejection by38 Understanding the Challenge Ahead