A systematic review of academic performance of Children with Disabilities (CWDs) in inclusive education schools in Low and Middle-Income Countries (LMICs)
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Heliyon
Abstract
Globally it is estimated that about 150 million children are living with disabilities. Inclusive
education inspires the participation of all students in the learning process in the same classroom.
However, it is really difficult to find thorough, credible accounts of disabled children’s access to
education, enrolment, attendance, and results. This review evaluated academic performance,
including access to school, enrolment, attendance, and results of Children with disabilities (CWD)
in LMICs. In reporting this systematic review, the researchers followed the recommended
Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting standards. The
authors conducted searches using Science Direct, PubMed, Scopus, and Google Scholar electronic
databases. The study’s major findings indicate that CWDs in inclusive schools perform poorly
academically compared to their non-disabled peers. Consequently, the researchers recommend
more primary research to evaluate the academic performance of CWDs and the progress of in clusive education in LMICs.
Description
Research Article
Keywords
Children with disabilities, Academic performance, Electronic databases, Inclusive education