Gendered experiences of inclusive education for children with disabilities in West and East Africa

ABSTRACT

Background. Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research explores their combined influence. Purpose. This study explored the gendered experiences of IE for children with disabilities in West and East Africa. Methods. A qualitative interpretive secondary analysis was conducted on studies from Guinea, Sierra Leone, Togo, Niger, Zambia, and Malawi. Interviews with children, community members, and policy stakeholders were thematically analysed to explore intersections among gender, disability, and education. Findings. Boys and girls with disabilities experienced similar cases of social exclusion at school. However, girls with disabilities were further hindered by societal biases against their educational potential and by sexual abuse. While boys with disabilities were stereotyped as more capable, their experiences of emotional and physical violence were often overlooked. Implications. To achieve quality IE for all, strategies should aim to foster inclusive and safe school environments for all children, empower girls with disabilities to pursue education, and challenge gendered societal attitudes that hinder educational opportunities.

KEYWORDS:

• School
• participation
• inclusion
• low- and middle-income countries
• developing countries

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Neva Hui is a graduate of the Master of Science in Occupational Therapy programme at the University of Toronto, with an Honours Bachelor of Arts in Global Development and Psychology from Queen’s University. Neva is an occupational therapist working in the mental health sector providing care to individuals with dual diagnoses. Her clinical and research interests include international development, social justice, mental health, and paediatric health.

Emily Vickery is a graduate of the Master of Occupational Therapy programme at the University of Toronto. Prior, she completed an Honours Bachelor of Science in Kinesiology degree at McMaster University. Emily has recently pursued a clinical career as an occupational therapist in adult community care. She looks forward to expanding her clinical and research involvements in the future.

Janet Njelesani is an Assistant Professor in the Department of Occupational Therapy at NYU. Dr Njelesani is an occupational therapist with a PhD in Rehabilitation Science and Global Health from the University of Toronto. Her body of research aims to enhance equity for children with disabilities in low- and middle-income countries. She is particularly interested in research on child protection violations against children with disabilities attending school using critical qualitative methodologies.

Debra Cameron is an Assistant Professor and International Fieldwork Coordinator in the Department of Occupational Science and Occupational Therapy at the University of Toronto. She is also an executive member and Education Lead in the International Centre of Disability and Rehabilitation which focuses on research and education in under resourced countries in several parts of the world. Her research interests include diversity, inclusion, and preparing students to work in a global world.

ORCID

Neva Hui http://orcid.org/0000-0003-1818-2247