Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities

Fanu, Guy Le; Schmidt, Elena; Virendrakumar, Bhavisha

doi:10.1016/j.ijedudev.2022.102574

Cited by 15 publications

(16 citation statements)

References 25 publications

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“…Children and adolescents with visual impairment require specifically trained teachers, equipment orientation interventions and ophthalmology services that provide enhancements to make reading possible. The evidence base demonstrates that these support are largely unavailable contrary to the convention on the rights of persons with disability which envisages inclusive education leading to opportunity loss for education for such children who are otherwise capable of learning ( 24 ). Gender specific exclusions have also been observed in Africa with school enrolment of visually impaired girls being lower than that of boys ( 24 ).…”

Section: The Current State Of Schools In Africa In Accommodating Calwdmentioning

confidence: 99%

“…The evidence base demonstrates that these support are largely unavailable contrary to the convention on the rights of persons with disability which envisages inclusive education leading to opportunity loss for education for such children who are otherwise capable of learning ( 24 ). Gender specific exclusions have also been observed in Africa with school enrolment of visually impaired girls being lower than that of boys ( 24 ). Overall transition rates from primary to secondary school for visually impaired children and adolescents is also low in Africa ( 20 ).…”

Section: The Current State Of Schools In Africa In Accommodating Calwdmentioning

confidence: 99%

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

Samia

Oyieke

Kigen

et al. 2022

Front. Public Health

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Section: The Current State Of Schools In Africa In Accommodating Calwdmentioning

confidence: 99%

Section: The Current State Of Schools In Africa In Accommodating Calwdmentioning

confidence: 99%

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

Samia

Oyieke

Kigen

et al. 2022

Front. Public Health

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“…A recent analysis by Le Fanu, Schmidt and Virendrakumar ( 2022 ) puts forward a useful conceptualisation of inclusive education based on General Comment 4 on Article 24 of the CRPD, to which this article adheres. These authors hold that inclusive education can be conceptualised as having the following dimensions: longitudinal (it should be lifelong), location (it should be available to children near to where they live), pedagogical (it should include quality learning opportunities), environmental (it should include efforts towards social inclusiveness and physically accessibility in schools) and consequential (the results of inclusive education should be visible in educational and social outcomes amongst children with disabilities).…”

Section: Introductionmentioning

confidence: 99%

“…Inclusive education, as articulated in General Comment 4 on Article 24, includes reasonable accommodations, continuous personalised support, access to needed assistive technologies and adapted curricula. Both of these strategies entail the use of contextually appropriate teaching and learning adaptations, which are responsive to the needs of children with disabilities in the classroom (Le Fanu et al 2022). Some of these challenges and barriers may be more significant in some settings than others, making it important to understand contextual variation in experiences.…”

mentioning

confidence: 99%

‘I might be lucky and go back to school’: Factors affecting inclusion in education for children with disabilities in rural Malawi

Banks

Hunt

Kalua

et al. 2022

African Journal of Disability

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I might be lucky and go back to school": Factors affecting inclusion in education for children with disabilities in rural Malawi', African Journal of Disability 11(0), a981. https://doi.org/10.4102/ajod. v11i0.981 BackgroundUniversal access to quality education is a human right. International consensus documents, including the Sustainable Development Goals (SDGs), codify this right and provide clear targets for countries to try and achieve in terms of educational access (United Nations 2015). Universal access to quality education is also essential to poverty reduction.The right of children with disabilities to education is codified in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006), and the SDGs (particularly Goal 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) recognise the importance of ensuring accessible education (United Nations 2015).However, the world's 240 million children with disabilities (United Nations International Children's Emergency Fund [UNICEF] 2021) face a range of barriers that limit their access to and participation in education. Exclusion from the educational environment and from educational attainment is still persistent, particularly in low-and middle-income countries (LMICs), despite some gains made in the past few decades (Mizunoya, Mitra & Yamasaki 2018; UNICEF 2021). Compared with their peers without disabilities, children with disabilities are less likely to enrol in school, and if they do enrol, they have lower levels of school attendance and lower rates of transition to higher education than their peers without disabilities (Banks et al. 2017; United Nations 2019; World Health Organization [WHO] & World Bank 2011). A landmark study in 2018 showed that across 15 LMICs, having a disability reduced the probability of a young person attending school by 30.9% (Mizunoya et al. 2018). A variety of challenges can create barriers to educational inclusion, participation and attainment amongst children with disabilities, including inaccessible school facilities and transport to Background: Globally, children with disabilities are often excluded from and within schools. Objectives: This study explored experiences of inclusion in education amongst children with disabilities in Malawi. The enquiry focused on the perspectives of children and their caregivers on barriers and enablers of inclusion. Method: Data were gathered through in-depth interviews with 37 children with disabilities, 61 caregivers and 13 teachers from Ntcheu and Mangochi districts and analysed thematically using the International Classification of Functioning, Disability and Health as a framework.Results: Overall, this research study found that children with disabilities face persistent and systemic barriers to attending, progressing and learning in school. Conclusion:School outcomes were influenced by a range of impairment-related, personal and environmental factors, including poor health, household ...

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“…Children with disabilities, especially those with visual impairments are more difficult to engage in school (Le Fanu et al, 2022) where school is one of the accesses to social relations for these children. One way to achieve an inclusive environment is to provide recreation that encourages the cognitive abilities of children with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Identification Of Visual Impaired Children & Responses to Recreational Games in Support of Inclusive Tourism

Rahmani¹,

Prabandari²,

Rahayu³

2022

JRBT

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Encouraging inclusivity in education and urban development is one of the goals in the Sustainable Development Goals (SDGs). The development of inclusive tourism is one way to push the SDGs goals to be achieved. Tourism basically includes several components such as attraction, accommodation and accessibility. In our community, especially children with disabilities, currently still have difficulties in enjoying tourism, this can be caused by all the three components of tourism such as attraction, accommodation and accessibility are not all disability-friendly. The development of disability-friendly recreational games is one way to support the attractiveness component so that it is accessible for people with disabilities. People with dissability have many different condition based on their difficulitites, one of which is people with visual impaired. This study will discuss the response of children with visual impairments to some recreational games that designed specifically for their condition. The method in this research is to use observation and Applied Behavior Analysis technique where we can observe how the visual impaired children respond to some of the games that are offered. Based on the analysis, it was identified that visual impaired children can accept games that rely on other five senses such as hearing, smell and touch. Children with visually impaired condition also tend to be able to play games that have simple instructions and are not too complicated. But even so, visual impaired children still need assistance in doing recreation.

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Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities

Cited by 15 publications

References 25 publications

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

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

‘I might be lucky and go back to school’: Factors affecting inclusion in education for children with disabilities in rural Malawi

Identification Of Visual Impaired Children & Responses to Recreational Games in Support of Inclusive Tourism

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