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Promoting school readiness in children with developmental disabilities in LMICs.

M K C Nair1, Rekha Radhakrishnan2, Bolajoko O Olusanya3

  • 1NIMS-Spectrum Child Development Research Centre, Thiruvananthapuram, Kerala, India.

Frontiers in Public Health
|March 13, 2023
PubMed
Summary

Promoting school readiness for young children with developmental disabilities in low- and middle-income countries is crucial for inclusive education. Early intervention and interdisciplinary collaboration are key to overcoming barriers and achieving Sustainable Development Goals.

Keywords:
SDG 4developing countriesdevelopmental disabilitiesearly detectionearly interventioninclusive educationschool readiness

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Area of Science:

  • Developmental Pediatrics
  • Global Health
  • Education Policy

Background:

  • Inclusive education is a key Sustainable Development Goal (SDG) for children under 5 with developmental delays and disabilities.
  • Children with disabilities in low- and middle-income countries (LMICs) face significant educational disadvantages, including lower school attendance and foundational skills.
  • Early childhood preparation for inclusive education is an ethical imperative for global initiatives.

Purpose of the Study:

  • To examine the concept and dimensions of school readiness for children under 5 with developmental disabilities.
  • To identify barriers and challenges impacting school readiness for this population.
  • To evaluate limitations in current school readiness assessment tools.

Main Methods:

  • Extensive narrative literature review.
  • Analysis of concepts and dimensions of school readiness.
  • Identification of barriers, challenges, and assessment tool limitations.

Main Results:

  • Significant barriers and challenges exist for school readiness in children with disabilities in LMICs.
  • Current tools for evaluating school readiness have notable limitations.
  • Interdisciplinary engagement and family-community partnerships are vital for promoting school readiness.

Conclusions:

  • Policy initiatives at global and national levels are needed to promote school readiness for children under 5 with developmental disabilities in LMICs.
  • Achieving inclusive education by 2030 requires targeted efforts for vulnerable populations.
  • Early, coordinated interventions are essential for lifelong learning and independent living.