Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

Elisa Genovesi; Akhina Gaches; Judith McKenzie; Charlotte Hanlon; Rosa A. Hoekstra

doi:10.3102/00346543241288247

Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

Elisa Genovesi^*, Akhina Gaches, Judith McKenzie, Charlotte Hanlon, Rosa A. Hoekstra

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.

Original language	English
Journal	REVIEW OF EDUCATIONAL RESEARCH
DOIs	https://doi.org/10.3102/00346543241288247
Publication status	Accepted/In press - 2024

Keywords

Africa
developmental disabilities
inclusive education
teaching strategies

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.3102/00346543241288247

Cite this

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title = "Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives",

abstract = "African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders{\textquoteright} perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners{\textquoteright} needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers{\textquoteright} inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers{\textquoteright} strategies fit in with the evidence base (Theme 6). While teachers{\textquoteright} inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.",

keywords = "Africa, developmental disabilities, inclusive education, teaching strategies",

author = "Elisa Genovesi and Akhina Gaches and Judith McKenzie and Charlotte Hanlon and Hoekstra, {Rosa A.}",

note = "Publisher Copyright: {\textcopyright} 2024 The Author(s).",

year = "2024",

doi = "10.3102/00346543241288247",

language = "English",

journal = "REVIEW OF EDUCATIONAL RESEARCH",

issn = "0034-6543",

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T2 - A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

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AU - Gaches, Akhina

AU - McKenzie, Judith

AU - Hanlon, Charlotte

AU - Hoekstra, Rosa A.

PY - 2024

Y1 - 2024

N2 - African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.

AB - African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.

KW - Africa

KW - developmental disabilities

KW - inclusive education

KW - teaching strategies

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Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

Abstract

Keywords

UN SDGs

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