Final answer:
Although we do not have a specific current percentage for children with disabilities who are not in school, historical data indicates significant numbers were out of school in the early 2000s, and numerous barriers persist for these children. Children with disabilities face challenges in education due to visibility issues and lack of services, especially in impoverished areas. Efforts to improve educational access and quality for children with disabilities continue to be crucial.
Step-by-step explanation:
Despite significant progress in education systems worldwide, issues concerning the schooling of children with disabilities persist. While it is difficult to provide a precise percentage of children with disabilities who are not attending school globally without current data, historical data from the World Bank in the early 2000s indicated that about 110 million children between the ages of 6 and 11 were not in school, although this number was not disability-specific.
Today, certain barriers in access to education for those with disabilities are still evident, such as disparities in services in lower-income areas and states with lower education budgets. It is widely acknowledged that children with disabilities face more significant challenges and adverse outcomes in education when compared to their peers without disabilities, including reduced access to healthcare, educational, and employment opportunities.
Furthermore, the visibility of disabilities is another important factor when discussing the educational challenges faced by children with disabilities. A notable statistic is that 96% of people with a chronic condition do not have a visible condition, and around 73% of people with severe disabilities do not use personal assistive devices such as wheelchairs.
While enrollments in primary schools in developing countries have improved, with about 85% of children enrolled in 2005, and graduation rates for students with disabilities have increased to about 73% nationally, inequalities remain. Enrollment rates are lower in high school, and even lower for children with disabilities, especially in areas experiencing poverty. This underscores the complex relationship between disability and educational access, which requires a multifaceted approach for improvement.