Indicator 5.2

Explanatory notes on data sources and collection methods (as reported by governments)

Azerbaijan (from Sep. 2015 to May 2016); Bangladesh (based on welfare and development programmes to persons with disabilities listing beneficiaries of nine special school programmes); Bhutan (data refer to the total number of children with special educational need enrolled in different grades, by type of school); Cambodia (from Statistics of Students with Disabilities at Primary Education Level, 2015–2016; Special Education Office, Primary Education Department); China (from 2015 National Education Development Statistics Bulletin, by Ministry of Education in October 2016); Fiji (data were not provided; Special Inclusive Education Programme exists under Ministry of Education); Georgia (from Education Management Information System); India (Elementary State Report Cards, 2015–2016; National University of Educational Planning and Administration, New Delhi); Indonesia (data refer to primary school attendance for mainstream schools in 2015; Intercensal Population Survey SUPAS, 2015); Japan (School Basic Survey, as of May 2015; Ministry of Education, Culture, Sports, Science and Technology); Kyrgyzstan (source and methods unspecified); Macao, China (school data and statistics, 2016; Education and Youth Affairs Bureau); Malaysia (Malaysia Special Education Student Data; 31 Oct. 2016; Ministry of Education); Micronesia, Federated States of (data refer to primary school attendance, including kindergarten, of children with disabilities; FSM Department of Education); Mongolia (annual data from 2013 to 2016; compilation of educational sector statistics, Ministry of Education, Culture, Science and Sports); Nauru (Disability Monograph; Analysis of the 2011 Nauru Population and Housing Census; Government Bureau of Statistics); New Caledonia (Bilan d'activité de la Commission des enfants et des jeunes en situation de handicap, 2015; CHD); Pakistan (data refer to the number of students enrolled in Special Education Centres; Institution of Directorate General of Special Education); Palau (data refer to Special Education Programme that provides training to school teachers on sign language for social communication and on access of learning; Census of Population, Housing and Agriculture, 2015); Philippines (source unspecified. Note: 5-year-old learners are included here because they were already in the kindergarten level). Republic of Korea (administrative statistics of the Ministry of Education, as of 1 April 2016); Russian Federation (statistical information on children with disabilities attending pre-school educational institutions in 2015; RosStat; the information on the number of children with disabilities visiting organizations that carry out educational activities on educational programmes for pre-school education, supervision and care of children in 2015 is given); Samoa (Ministry of Education, Sports and Culture, Division for Research Policy Planning; 1 March 2016; the data from special schools are only from one special school; data submission from other special schools is pending); Singapore (data refer to all students in publicly funded special education schools aged 7–12; Ministry of Education; Nov. 2016. Note: Based on the number of reported cases of students with sensory impairment, physical impairment, autism spectrum disorder, intellectual disability and also students with special educational needs); Thailand (administrative data from (i) Department for Empowerment of Persons with Disabilities and (ii) Bureau of Special Education, Ministry of Education; Jan. 2010–Dec. 2016); Timor-Leste (from Disability Focal Point, Inclusive Education, Ministry of Education, 2016); Tonga (data refer only to students in inclusive education classroom at primary school at Ngeleia GPS); Turkey (National Education Statistics, Formal Education, 2015–2016; Ministry of National Education, General Directorate of Special Education, Guidance and Counselling Services); Vanuatu (source and method unspecified).