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Does teacher's disability matter? A case from students' preference decision between teachers with and without visual impairments teaching in Nepal's regular mainstream schools

Published Online:pp 133-154

Utilising the unique dataset of teachers with or without visual impairments and students in Nepal's mainstream schools, we estimate students teacher preference decision. Results show significant difference on visually impaired teachers based upon whether students have opportunity to interact with disabled friends at schools or in communities. Additionally, longer the period of students to learn with blind teachers, greater the likelihood of increasing their preference decision: it is possible that this finding has causal effect. Our findings suggest that inclusion and visibility of disability in communities helps reduce discrimination and increase positive attitude on disability.


blind people, visual impairment, teacher disabilities, discrimination, education policy, employment, gender, inclusive education, mainstream schools, Nepal, students, visually impaired teachers, case study, student preferences