Editing Ability segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
1985<br>
Japan
===== Definition ===== 

Ability segregation refers to the separation or division of individuals based on their abilities, skills, or disabilities. This can occur in various contexts, such as education, employment, housing, and social interactions.

In education, ability segregation may involve tracking, where students are sorted into different classes or schools based on their academic abilities. This can lead to unequal opportunities and limited access to resources for students in lower tracks.

In employment, ability segregation occurs when individuals with disabilities are marginalized and limited to certain jobs or industries, often due to stereotypes and discrimination. They may face barriers to equal employment opportunities and experience lower pay and job satisfaction.

In housing, ability segregation can manifest in the form of specialized institutions or group homes for people with disabilities, which separate them from the larger community. This has the potential to isolate individuals and limit their integration and inclusion.

In social interactions, ability segregation can occur when individuals with disabilities are excluded or face barriers in participating fully in community activities and events. This segregation can lead to social isolation and discrimination.

Ability segregation is often criticized as it perpetuates inequality and exclusion, hindering the social inclusion and rights of individuals with disabilities. Efforts are being made globally to promote inclusivity, accessibility, and equal opportunities for people of all abilities in various spheres of society.
===== Synonyms ===== 
The following terms are synonymous with ability segregation:

ability based segregation.

References and literature addressing this segregation form under these synonymous terms can be found below.
==See also== 
==Related segregation forms==
Ability segregation is frequently discussed in the literature with the following segregation forms: 

[[residential segregation]], [[social segregation]], [[school segregation]]
[[File:ability_segregation.png|780x780px]]

This visualization is based on the study [[Segregation_Wiki:About| The Multidisciplinary Landscape of Segregation Research]]. 

For the complete network of interrelated segregation forms, please refer to: 

* [https://tinyurl.com/2235lkhw First year of publication] 

* [https://tinyurl.com/2d8wg5n3 Louvain clusters] 

* [https://tinyurl.com/223udk5r Betweenness centrality] 

* [https://tinyurl.com/244d8unz Disciplines in which segregation forms first emerged (Scopus database).] 
==References== 
==Notes== 
<references /> 
{{NoteAI}} 
==Ability segregation appears in the following literature== 

Nakamura K. (1985). The relationship between the development of the perception of causality and the visual ability of segregation in young children. ''Japanese Journal of Educational Psychology'', ''33''(4), 278-286. https://doi.org/10.5926/jjep1953.33.4_278

Kliewer C., Fitzgerald L.M. (2001). Disability, schooling, and the artifacts of colonialism. ''Teachers College Record'', ''103''(3), 450-470. https://doi.org/10.1111/0161-4681.00122

Allen R. (2007). Allocating pupils to their nearest secondary school: The consequences for social and ability stratification. ''Urban Studies'', ''44''(4), 751-770. https://doi.org/10.1080/00420980601184737

Banks M.E. (201). 2009 division 35 presidential address: Feminist psychology and women with disabilities: An emerging alliance. ''Psychology of Women Quarterly'', ''34''(4), 431-442. https://doi.org/10.1111/j.1471-6402.2010.01593.x

Lalvani P. (2014). The enforcement of normalcy in schools and the disablement of families: unpacking master narratives on parental denial. ''Disability and Society'', ''29''(8), 1221-1233. Routledge.https://doi.org/10.1080/09687599.2014.923748

Muhamedrahimov R.J., Arintcina I.A., Solodunova M.Y., Anikina V.O., Vasilyeva M.J., Chernego D.I., Tsvetkova L.A., Grigorenko E.L. (2016). Structural characteristics of the institutional environment for young children. ''Psychology in Russia: State of the Art'', ''9''(3), 103-112. Russsian Psychological Society.https://doi.org/10.11621/pir.2016.0307

Basteck C., Mantovani M. (2018). Cognitive ability and games of school choice. ''Games and Economic Behavior'', ''109''(), 156-183. Academic Press Inc..https://doi.org/10.1016/j.geb.2017.12.011

Dar Y., Resh N. (2018). Classroom composition and pupil achievement (1986): A study of the effect of ability based classes. ''Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes'', 1-200. Taylor and Francis.https://doi.org/10.4324/9781351214988

Countryman V. (2019). Private discrimination on the basis of race, sex, age, and disability. ''The William O. Douglas Inquiry into the State of Individual Freedom'', 175-202. Taylor and Francis.https://doi.org/10.4324/9780367274535-9

Parekh G., Brown R.S. (2019). Changing Lanes: The Relationship Between Special Education Placement and Students’ Academic Futures. ''Educational Policy'', ''33''(1), 111-135. SAGE Publications Inc..https://doi.org/10.1177/0895904818812772

Jindal A., Ransinchung R.N.G.D., Kumar P. (202). Behavioral study of self compacting concrete with wollastonite microfiber as part replacement of sand for pavement quality concrete (PQC). ''International Journal of Transportation Science and Technology'', ''9''(2), 170-181. Elsevier B.V..https://doi.org/10.1016/j.ijtst.2019.06.002

Shandra C.L. (202). Disability Segregation in Volunteer Work. ''Sociological Perspectives'', ''63''(1), 112-134. SAGE Publications Inc..https://doi.org/10.1177/0731121419842133