Abstract:
While the International Classification of Functioning, Disability, and Health (ICF) has
significantly contributed to educational research supporting inclusive initiatives worldwide, its
application in special education contexts across the African continent remains unclear. This study
aims to explore how the ICF is currently used in the field of education in Africa, with an emphasis
on children with disabilities, although not restricted to this group. The Preferred Reporting Items
for Systematic Reviews and Meta Analyses (PRISMA) diagram shows that the 11 African-specific
databases that were searched yielded 256 records. These records were uploaded to Rayyan, an online
collaborative review platform. First, 158 duplicates were removed. Following title and abstract level
screening, six records were eligible at full-text level, of which four were excluded, as they focused
on the health context. The findings from the remaining two studies were compared and discussed
in terms of similarities and differences. Both articles addressed the interactive nature between an
individual’s activities and participation and environmental factors, agreeing on the importance of
addressing societal barriers to inclusion. The use of the ICF in educational settings across Africa is
still scarce, thus requiring strategies that could drive inclusive education for children with disabilities
on the African continent.
Description:
DATA AVAILABITY STATEMENT: The template for the data collection can be obtained from the corresponding author.
This article forms part of a special issue titled 'Cultivating Inclusive Classrooms: Practices in Special Education'.
SUPPORTING INFORMATION: SUPPLEMENTARY MATERIALS: The following supporting information can be downloaded at: https:
//www.mdpi.com/article/10.3390/educsci14121290/s1, PRISMA_2020_checklist-JB.
