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Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities

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  • Le Fanu, Guy
  • Schmidt, Elena
  • Virendrakumar, Bhavisha

Abstract

According to the Convention on the Rights of Persons with Disabilities, children with disabilities are entitled to an education that is longitudinally, locationally, pedagogically, environmentally, and consequentially inclusive. The evidence base shows children with visual impairments in various sub-Saharan African contexts are not yet able to access such provision. To improve this situation, development actors need to appreciate the multi-layered educational needs of these children and promote child-centred, contextually appropriate forms of provision. This in turn will require sustained investments in education systems, along with changes to development modalities and mind-sets.

Suggested Citation

  • Le Fanu, Guy & Schmidt, Elena & Virendrakumar, Bhavisha, 2022. "Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities," International Journal of Educational Development, Elsevier, vol. 91(C).
    • Handle: RePEc:eee:injoed:v:91:y:2022:i:c:s0738059322000244
    DOI: 10.1016/j.ijedudev.2022.102574
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    References listed on IDEAS

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    1. Mason, Mark & Crossley, Michael & Bond, Tim, 2019. "Changing modalities in international development and research in education: Conceptual and ethical issues," International Journal of Educational Development, Elsevier, vol. 70(C), pages 1-1.
    2. Edward Asamoah & Kwadwo Ofori-Dua & Ebenezer Cudjoe & Alhassan Abdullah & Joy Ato Nyarko, 2018. "Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana," SAGE Open, , vol. 8(4), pages 21582440188, October.
    3. Casey Stevens & Norichika Kanie, 2016. "The transformative potential of the Sustainable Development Goals (SDGs)," International Environmental Agreements: Politics, Law and Economics, Springer, vol. 16(3), pages 393-396, June.
    4. Susie Miles & Jo Westbrook & Alison Croft, 2018. "Inclusions and Exclusions in Rural Tanzanian Primary Schools: Material Barriers, Teacher Agency and Disability Equality," Social Inclusion, Cogitatio Press, vol. 6(1), pages 73-81.
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    Cited by:

    1. Zhang , Huafeng & Holden, Stein T., 2023. "Country Socio-economic Development and Disparity in School Children's Reading Skills Learning in Africa," CLTS Working Papers 8/23, Norwegian University of Life Sciences, Centre for Land Tenure Studies.

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