Disability in children: a global problem needing a well-coordinated global action

Abstract

Patient and public involvement Patients and/or the public were not involved in the design, conduct, reporting or dissemination plans of this research.

Education for children and adolescents living with disabilities in sub–Saharan Africa—The gaps and opportunities

“…Collaborative models involving parental inputs, training of special education teachers and providing inclusive education that also co-locates therapists operating in the same setting would bring African countries closer to achieving effective education for CALWD ( 38 ). To achieve these wide-ranging measures, interventions including policy development and implementation as and changes in social-cultural attitudes toward education for CALDW would be required ( 9 , 10 , 27 ).…”

“…To achieve these wide-ranging measures, interventions including policy development and implementation as and changes in social-cultural attitudes toward education for CALDW would be required ( 9 , 10 , 27 ). African countries would need to commit advancements to improve the understanding of the general public regarding education for CALWD in order to realize the vision of an inclusive education ( 17 , 27 , 38 ).…”

“…This leads to a more cohesive society where CALWD and their families are “seen,” “heard” and have sense of belonging. Africa has the opportunity to educate its communities better on the needs and benefits of inclusive education ( 27 , 38 ). These understandings would reduce stigma, emotional and physical abuse and eventually improve advocacy for individuals and institutions that support CALWD.…”

“…Ratification of Convention on the Rights of Persons with Disabilities by the remaining African states will form a basis for ensuring support for these vulnerable persons ( 2 , 11 , 38 , 40 ).…”

“We are doing the best we can to bridge the gap” - service provider perspectives of educational services for autism spectrum disorder in South Africa

“…Olusanya et al ( 10 , 11 ) reported that 95% of all children with developmental disabilities including ASD live in low-or middle-income countries (LMIC) ( 10 , 11 ), yet there is little information on how these children are identified, evaluated, treated and educated ( 12 – 15 ). In a scoping review of all autism research in sub-Saharan Africa, Franz and colleagues identified that less than 1% of the world's autism research had taken place in Africa, and that no studies had examined health or education systems for children with autism ( 15 ).…”