Whilst transition to primary school is a commonly experienced phenomenon for most children, some groups of children, including those with disabilities, are less likely to engage in the process because it can be very challenging for them and their families. This article presents evidence from a review of research looking at the transition of children with disabilities within early childhood and primary education in low income countries in Sub-Saharan Africa. From the meta-aggregation, three central areas were identified within the topic of transition of children with disabilities to primary school in sub-Saharan Africa: key actors, obstacles and enablers. Although this review identified some of the main obstacles to transition related to finance, it has highlighted the fact that many children with disabilities and their parents wish to attend school, and there are a number of ways to support and enable successful transition from home to school.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research is funded by the British Academy Grand Challenges Research Fund for Early Childhood Education.
© The Author(s) 2021.
- early childhood care and education
- sub-Saharan Africa
- transition to primary school
ASJC Scopus subject areas
- Health(social science)
- Developmental and Educational Psychology