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

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
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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