Soni, A., Reyes Soto, M. and Lynch, P. (2022) A review of the factors affecting children with disabilities’ successful transition to early childhood care and primary education in sub-Saharan Africa. Journal of Early Childhood Research, 20(1), pp. 59-79. (doi: 10.1177/1476718X211035428)
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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.
Item Type: | Articles |
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Status: | Published |
Refereed: | Yes |
Glasgow Author(s) Enlighten ID: | Lynch, Dr Paul |
Authors: | Soni, A., Reyes Soto, M., and Lynch, P. |
College/School: | College of Social Sciences > School of Education College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy |
Journal Name: | Journal of Early Childhood Research |
Publisher: | SAGE Publications |
ISSN: | 1476-718X |
ISSN (Online): | 1741-2927 |
Published Online: | 08 October 2021 |
Copyright Holders: | Copyright © 2021 The Authors |
First Published: | First published in Journal of Early Childhood Research 20(1): 59-79 |
Publisher Policy: | Reproduced under a Creative Commons licence |
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