International Research Collaboratives

African Disability Protocol and the Progress Towards Inclusive Education Developments in Africa


Dr. Ngozi Chuma Umeh, Serge DjoyouKamga

Central to any discourse on disability is the issue of systemic exclusion characterised by the discrimination, and often complete segregation of Persons With Disabilities in the African society. Throughout Africa, children with disabilities in primary education are less than 10 per cent and people with disabilities have been noted to be poorer than other adults.  It is unfortunate that PWDs have not benefitted from “Education for All”.  Missing out on appropriate education not only affects the quality of life for individuals and their relations, it also has a negative economic impact for nations.  Article 16 of the ADP centred on the right to inclusive education of persons with disabilities is the focus of this International Research Collaborative efforts (IRC). This IRC is convinced that meeting the “Education for All” target and the African Union’s call for full realisation of the rights of PWDs must involve the introduction of inclusive practices into segregated education systems in Africa. This resonates with influencing all levels of the education system as well as allied services on conscience decision of “leave no one behind” in development. Improvements in the lived experience of person with disabilities have to go beyond medicalising impairments which have been the major focus of special education in most African societies.


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