Historical Trends of Disabilities in African Contexts and Their Impact on the Schooling System

Social Exclusions Of People With Disabilities

Despite the nations’ commitment to inclusion, evidence indicates that people with disabilities are less likely to attend school, less likely to complete primary and secondary education and less likely to be literate (Disability Development Report, 2018). In developing countries, these challenges are observable whether in the mainstream or through special needs mechanism (WHO, 2011). Data from Nepal, Lesotho, Botswana, Malawi, Mozambique, Eswatini and Zambia indicated that in 2011 between 17 and 18% of persons with disabilities were refused admission into school or pre-school because of their disabilities. In addition, they experienced hindrances in school participation (physically and virtually). Another study conducted in Nepal, Lesotho, Malawi, Chile, South Africa and Mozambique in 2012 suggests that on average 22% of persons with disabilities found the schools inaccessible. The percentage varies between 10% in Nepal and 33% in Mozambique.