Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies.
Elisa Genovesi, Cecilia Jakobsson, Lena Nugent and 2 others
PMID 35635316WHAT IT FOUND
Teachers want to include children with developmental disabilities but lack training, resources, and specialist support.
Peer collaboration and parental involvement help, but stigma and overcrowded classrooms often lead to exclusionary practices and bullying.
Key findings
01The most frequent barrier to effective inclusion was unmet training needs, as pre-service and in-service programs rarely prepared teachers for the specific needs of children with developmental disabilities.
02Collaboration with special needs educators and therapists was valued as a key facilitator, but these specialists were rarely available in mainstream schools.
03Stigma and lack of support led to exclusionary practices, including bullying by peers and corporal punishment targeted at children with developmental disabilities.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
Most studies were conducted in South Africa, which may limit the transferability of findings to other regions. The perspectives of pupils and parents were under-represented compared to teachers. Only 25% of the included studies looked at secondary schools, so the findings are more reflective of primary education.
Declared interests
The authors declared no potential conflicts of interest. Funding was provided by the UKRI Economic and Social Research Council and the National Institute of Health Research.
The easy way to misread this
Do not assume that teachers' stated positive attitudes toward inclusion translate into effective classroom practices. The review highlights a significant gap between the desire to include and the ability to do so, often resulting in exclusionary behaviors like bullying or corporal punishment when support is lacking.