Women with disabilities are one of the world’s most marginalized sections of society. They face various forms of discrimination in their daily life and are often excluded from social and political participation. However, there is very little evidence that addresses the intersectional marginalization of girls with disabilities. This study, the first of its kind in the Indian context, empirically investigates whether women with disabilities face further challenges in the attainment of education. The result presents the prevalence of “double” discrimination against women with disabilities. Among persons with disabilities, being women further limits enrollment in ordinary and special schools. Hence, there is an urgent need to explicitly acknowledge the rights and needs of women with disabilities in all spheres, including education, and to place greater emphasis on their participation.
More at: http://www.ecineq.org/wp-content/uploads/papers_EcineqLSE/EcineqLSE-350.pdf