A review of the factors affecting children with disabilities’ successful transition to early childhood care and primary education in sub-Saharan Africa

Research output: Contribution to journalArticlepeer-review

Authors

Colleges, School and Institutes

External organisations

  • University of Glasgow

Abstract

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.

Bibliographic note

Not yet published as of 13/09/2021.

Details

Original languageEnglish
JournalJournal of Early Childhood Research
Publication statusAccepted/In press - 19 May 2021

Keywords

  • Early childhood care and education, transition to primary school, sub-Saharan Africa, disability