According to the Convention on the Rights of Persons with Disabilities, children with disabilities are entitled to an education that is longitudinally, locationally, pedagogically, environmentally, and consequentially inclusive. The evidence base shows children with visual impairments in various sub-Saharan African contexts are not yet able to access such provision. To improve this situation, development actors need to appreciate the multi-layered educational needs of these children and promote child-centred, contextually appropriate forms of provision. This in turn will require sustained investments in education systems, along with changes to development modalities and mind-sets.
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Fanu et al. (2022) studied this question.