Purpose:

This study sought to describe the experience of children with disabilities accessing education in Sierra Leone and understand the key issues to achieving quality inclusive education. The study was part of a larger four-country study exploring access to education and child protection services in West Africa.

Relevance

All children regardless of ability level have the same right to develop their potential and access education (UNCRPD, 2006). Children with disabilities are less likely to start school, have lower rates of school attendance and lower transition rates to higher levels of education (Filmer, 2008). This study is timely as it contributes to ongoing debates in the literature about appropriate type of education between inclusive education and special education or the balance of the two. The finds findings contribute to the development of a disability inclusive education post-2015 framework.

Participants

In total 219 stakeholders participated in the study representing rural and urban settings in four provinces.  Participants included children with disabilities, parents, community leaders, disability peoples organizations and government representatives.

Methods

Data collection included key informant interviews, focus groups, demographic questionnaires, document reviews and case studies.

Analysis

Detailed summaries were developed and analyzed. Thematic analysis (Braun & Clarke, 2008) was conducted to describe the overall themes surrounding the experiences and needs of children with disabilities regarding education.

Results

The results point to the complexity of addressing access to education for children with disabilities with the school environment being particularly notable in addition to the attitude of teachers, administrators and students, and their understanding of what it means when a child has a disability. Further, the findings point to the need to pay attention to the training of teachers, the majority of whom have not received training on disability which has implications on education quality and outcomes. Children recognized their right to education, however the study revealed existing beliefs in the community that education for children with disabilities amounts to a waste of resources and was not beneficial to the development of the child or to the child’s family.

Conclusions

While the focus in education and international development has been largely centered on getting more children with disabilities into schools, the findings from the study highlight they need for a focus on both access and quality in education.

Implications

To achieve a disability inclusive education post-2015 framework understanding the needs and experiences of children with disabilities and also including parents with disabilities who are often living in poverty and may withdraw children from school as they seek ways to support and care for their families.