Promoting school readiness in children with developmental disabilities in LMICs

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.