Inclusive education in Africa: Transforming higher education in low-income countries

Abstract

Inclusive education has become a global priority, with the United Nations Convention on the Rights of Persons with Disabilities advocating its integration at all educational levels. However, most studies focus on primary and secondary education, leaving a gap in understanding inclusive practices within higher education, especially in low-income countries. This study addresses that gap by analyzing inclusive education initiatives in African higher education institutions through a systematic literature review of 15 relevant articles from databases such as Scopus, Web of Science, and ScienceDirect. The findings reveal that countries like Algeria, Nigeria, Ethiopia, Congo, Somalia, and Uganda face significant challenges, including inadequate infrastructure, limited educator training, and societal stigma. Despite these obstacles, several countries have made progress. Algeria and Nigeria have introduced laws to support students with special needs, Ethiopia has enhanced accessibility through international treaties, and Uganda has improved mentoring programs under the Persons with Disabilities Act. Best practices identified include the application of Universal Design for Learning (UDL), specialized teacher training, inclusive entrepreneurship programs, and adopting sign language in academic settings. While challenges persist, particularly regarding resource constraints and policy implementation gaps, the study highlights promising strategies for advancing inclusive higher education in Africa. Tailoring these approaches to local contexts can significantly improve educational access and quality for students with disabilities in low-income countries.