Stakeholder Experiences, Attitudes and Perspectives on Inclusive Education for Children with Developmental Disabilities in Sub-Saharan Africa: A Systematic Review of Qualitative Studies

Autor/inn/en	Genovesi, Elisa; Jakobsson, Cecilia; Nugent, Lena; Hanlon, Charlotte; Hoekstra, Rosa A.
Titel	Stakeholder Experiences, Attitudes and Perspectives on Inclusive Education for Children with Developmental Disabilities in Sub-Saharan Africa: A Systematic Review of Qualitative Studies
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 7, S.1606-1625 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Genovesi, Elisa) ORCID (Hoekstra, Rosa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221096208
Schlagwörter	Foreign Countries; Inclusion; Autism Spectrum Disorders; Students with Disabilities; Developmental Disabilities; Access to Education; Student Experience; Barriers; Teacher Education; Educational Resources; Educational Needs; Student Needs; Teacher Collaboration; Educational Environment; Teacher Competencies; Knowledge Level; Teacher Student Relationship; Africa; South Africa; Zimbabwe; Botswana; Ghana; Uganda; Nigeria; Eswatini + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Education; Access; Bildung; Zugang; Bildungszugang; Studienerfahrung; Lehrerausbildung; Lehrerbildung; Bildungsmittel; Educational need; Bildungsbedarf; Lehrerkooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Afrika; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Simbabwe
Abstract	Inclusive education is a key strategy in addressing the needs of children with autism and other developmental disabilities in sub-Saharan Africa, who rarely access specialist care or quality education. We aimed to systematically review qualitative research on stakeholder experiences, attitudes and perspectives on inclusive education for pupils with developmental disabilities in mainstream schools in sub-Saharan Africa. We searched five databases and selected relevant studies through a two-stage screening process. We synthesised the papers identified through template analysis of the Results and Discussion sections, guided by the" Consolidated Framework for Implementation Research." Thirty-two publications met the inclusion criteria. The studies were conducted in seven countries and explored the experiences of pupils with developmental disabilities, parents, peers without developmental disabilities and teachers. Multiple barriers (e.g. unclear policies, insufficient training and support for teachers) and opportunities (e.g. teachers' commitment to inclusion, collaboration between teachers, the work of non-governmental organisations (NGOs)) for implementing inclusive education for pupils with developmental disabilities in sub-Saharan Africa were identified, occurring across national and community contexts and school, classroom and individual teacher levels. To effectively implement inclusive education for pupils with developmental disabilities, teachers need access to appropriate training, resources and support. Governments can capitalise on motivated teachers and the relevant work of NGOs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01