by the researcher, which only calls for a comprehensive demographic data on each child, did not really satisfy the purpose of the study mentioned above.
2.10 THE DEMOGRAPHICS OF CHILDREN WITH SPECIAL
non-governmental organizations. An additional 264 blind children are enrolled in integrated programmes.
In the Philippines, 4.4% of both sexes have impairment according to the 1980 disability survey. A national survey of exceptional school age children was conducted from July 1979 to December 1982 for the purpose of establishing a more accurate base line on the national prevalence of school-age gifted and impaired children in the country (Pascual and Gregario, 1988). They survey covered 118 of 126 school divisions. Nearly 25% of schools in each division were sampled (1,1024 schools). As a result of the survey 11.90%
(108,814 students) were found to require special education services.
In India, in a project carried out by National Council of Education Research and Training (1987) made discovery of 4.3 million children with impairments comprise the school going age group. Continued the report, about 3 to 5% of Indian population has various degrees of learning difficulties. The number of children in the category is estimated to be no less than 2 million. The total number of visually impaired people is estimated to be 9.5 million people.
In China, UNICEF (1989) reported that at least 10 million children below 14 years of age have impairments. Preliminary analysis of sample survey results published in an interim report in January 1989 showed that 4% of families with children had a child with impairment. The proportion of impaired children was highest in poor areas with limited services (UNICEF, 1989). The survey revealed that 4.9% of the population had an impairment. In a similar survey conducted in 1983, 1.4% of the 0-14 age group had an impairment, and learning difficulties were found to be the major impairment category among the under 14 age group.
In Pakistan, according to the 1981 Population Census, approximately 0.5% of the population has an impairment. Of these an estimated 1 million children aged 5-14 have severe impairments and that a further 5-6 million children with moderate to mild
impairments will require extra support to join ordinary schools. The number of children in Special Education programmes was 8,100 or 1% of children with impairments (Johnson, 1991).
UNICEF reported that the size of the population of primary age children with special educational needs in Asian nations is difficult to quantify for reasons explained below.
UNICEF maintained that while it is important to realize that it comprised only a portion of all the children with special educational needs, the world prevalence rate for impairments, however, was estimated by World health Organization in 1978, to be around 10%. This figure was generally accepted and adopted by other United Nations Agencies and internal NGOs concerned with disability issue. The magnitude of the estimated population affected by impairment may be gauged from the following (UNICEF, 1991).
(a) Based on the 10% figure, the total number of impaired in the world was approximately 450- million in 1980, 500 million in 1990 and is expected to rise to well over 600 million by the end of this century.
(b) UNICEF estimated that 140 million children with significant impairments are living in developing countries;
(c) Of these 140 million children, 120 million live in developing countries, 88 million in Asia, 18 million in Africa, 13 million in Latin America, and only 11 million in Europe and 6 million in North America.
(d) One family in 4 estimated to be affected by impairments in one way or the other;
(e) Each year 35 million children die and another 35 million become impaired.
United Nations statistics office (1998) revealed that estimates of the percentage of the total population with impairments in the Asia Region countries range from 0.1% to 13%. That there are presently no estimates of the total population of children who would
fall into the category of “special educational needs” which includes those with learning difficulties that are not associated with a specific impairment, as well as those who come from impoverished environments who are unable to learn in the regular school environment due to health or nutritional reasons. Estimates in the United States of such children who need special educational services can range from 11% to 90% in some poor urban cities.
Reports from the United Nations Statistics (1990) also showed that most prevalence surveys integrated into national census or conducted independently result in underestimation. The range of prevalence rates typically and normally given for those with impairments was between 1% and 5%. According to the office, rough estimates of the much larger number of primary school age population potentially in need of special education can be made by taking into account the distribution of children in the countries.
Lipsky and Gartner (1988) asserted that most children with impairments could be served in regular classrooms with better-trained regular teachers and more appropriate methods and curricular. Like the developing countries, the western countries are re-examining the special education service systems and the access of children with impairments to the regular classroom. In the United States, continued Lipsky and Gartner, special education experts claim that the percentage of all students with impairments being served in segregated classroom and school is too high. Of the total student population with impairments, approximately 855 could be served in regular classrooms, with only 15%
needing separate classes or schools. Others totally believe in virtually total integration.
According to Hegarty (1992) the estimated prevalence rates of school children with special educational needs in Western Nations range from 10% to 20%. Hegarty maintained that recent estimates range from 5% to 7%. On the other hand, there are those who argue that the size of the population and the pattern of impairments found among children in developing countries may be expected to be very different from those in western countries.
Surveys which were conducted by the UNESCO sub-regional Project for Special education in eastern and southern Africa suggested that 5% was a more accurate estimate for the region (Ross, 1988). The scaling down of estimated prevalence rates appear to reflect the high infant and under five mortality rates in many developing nations. According to Ross, in nations where childhood mortality rate is over 100 per 10,000, the consequence of disease and malnutrition may often be death rather than a life-long impairment Ross (1988). Some of the variables that are used in estimating or knowing impairment prevalence rates in developing nations include the following:-
(a) There is a lack of standardized screening to diagnose impairments;
(b) There is no clear standard for what constitutes a disability;
(c) Some impairments and reversible disabilities can be overcome;
(d) The percepters of disability are influenced by the local culture;
(e) Governments who are reporting data may not fully be aware of the number of children served by the non-governmental organization special education facilities and;
(f) Family members may be ashamed or afraid of exposing their child with impairment due to cultural stigma attached.