The Role of Parenting Interventions in Optimizing School Readiness for Children With Disabilities in Low and Middle Income Settings

Smythe, Tracey; Almasri, Nihad A.; Angarita, Marisol Moreno; Berman, Brad D.; Camargo, Olaf Kraus de; Hadders‐Algra, Mijna; Lynch, Paul; Samms‐Vaughan, Maureen; Olusanya, Bolajoko O.

doi:10.3389/fped.2022.927678

Cited by 7 publications

(10 citation statements)

References 34 publications

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“…Cultural integration is a prerequisite for successful early intervention in LMICs (86-88). Adequate early intervention in infants with R-ND will pave the way for school readiness by enhancing attitudes, awareness, knowledge and skills of families and communities, early implementation of assistive devices, and optimizing children's motor, cognitive, communication and socio-emotional skills (1,8,45).…”

Section: Discussionmentioning

confidence: 99%

“…UNICEF's data indicate that children with disabilities are 25% less likely to receive early stimulation and responsive care, 25% less likely to attend early childhood education and 49% more likely to have never attended primary school than children without disabilities (7). In order to improve this situation, it is mandatory that children with neurodevelopmental disorders, such as cerebral palsy (CP), intellectual disability and autism spectrum disorders (ASD), are detected at early age and receive early intervention (2,8). Early detection and early intervention will result in improved school readiness, as they allow for optimal preparation of family and child so that the child may fully engage in learning experiences at school.…”

Section: Introductionmentioning

confidence: 99%

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The developing brain: Challenges and opportunities to promote school readiness in young children at risk of neurodevelopmental disorders in low- and middle-income countries

Hadders‐Algra¹

2022

Front. Pediatr.

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This paper discusses possibilities for early detection and early intervention in infants with or at increased risk of neurodevelopmental disorders in low- and middle-income countries (LMICs). The brain's high rate of developmental activity in the early years post-term challenges early detection. It also offers opportunities for early intervention and facilitation of school readiness. The paper proposes that in the first year post-term two early detection options are feasible for LMICs: (a) caregiver screening questionnaires that carry little costs but predict neurodevelopmental disorders only moderately well; (b) the Hammersmith Infant Neurological Examination and Standardized Infant NeuroDevelopmental Assessment (SINDA) which are easy tools that predict neurodisability well but require assessment by health professionals. The young brain's neuroplasticity offers great opportunities for early intervention. Ample evidence indicates that families play a critical role in early intervention of infants at increased risk of neurodevelopmental disorders. Other interventional key elements are responsive parenting and stimulation of infant development. The intervention's composition and delivery mode depend on the infant's risk profile. For instance, in infants with moderately increased risk (e.g., preterm infants) lay community health workers may provide major parts of intervention, whereas in children with neurodisability (e.g., cerebral palsy) health professionals play a larger role.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The developing brain: Challenges and opportunities to promote school readiness in young children at risk of neurodevelopmental disorders in low- and middle-income countries

Hadders‐Algra¹

2022

Front. Pediatr.

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“…These visits, apart from screening for risks factors and the early identification and intervention for disabilities, provide opportunities for pediatric caregivers to monitor and ensure parental education on children's growth, development, and nutrition, handling behavioral issues, as well as the importance of quality parentchild interaction within a positive home environment. The importance of family-centered services cannot be overemphasized (54)(55)(56).…”

Section: Role Of Pediatric Caregivers In Promoting School Readinessmentioning

confidence: 99%

Promoting school readiness in children with developmental disabilities in LMICs

Nair¹,

Radhakrishnan²,

Olusanya³

2023

Front. Public Health

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The United Nations' Sustainable Development Goals (SDGs) explicitly acknowledge inclusive and equitable quality education as the primary goal of any global initiatives for early childhood development for children under 5 years with developmental delays and disabilities. Primary education provides the foundation for lifelong learning, vocational attainment, and economically independent living. Globally, the majority (over 90%) of children with developmental disabilities reside in low- and middle-income countries (LMICs). These children are significantly less likely to have foundational reading and numeracy skills, more likely to have never attended school and more likely to be out of primary school, compared to children without disabilities. Concerted and well-coordinated efforts to prepare these children in early childhood for inclusive education constitute a moral and ethical priority for all countries. This paper sets out to examine the concept and dimensions of school readiness for children under 5 years from an extensive narrative review of the literature. It identifies the barriers and challenges for school readiness for children with disabilities and the limitations of the available tools for evaluating school readiness. It concludes by emphasizing the critical role of inter-disciplinary engagement among pediatric caregivers in promoting school readiness in partnership with the families and community where the children reside. Overall, the paper highlights the need for appropriate policy initiatives at the global and national levels to promote school readiness specifically for children under 5 years with developmental disabilities in LMICs, if the aspirational goal of inclusive education by 2030 under the SDGs is to be realized.

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“…Many rural communities continue to be both economically disadvantaged and chronically under-served in the education (and health) services needed to support meaningful development among young children with a disability (Donohue and Bornman, 2015;Ashley-Cooper et al, 2019;Taneja-Johansson et al, 2021). However, even when "inclusive" early education is available, children with a disability are often denied full participation due to physical inaccessibility, stigma and discrimination, local cultural beliefs, expectations about diverse functionalities, limited accommodations, and curricula that do not address the needs of children with disabilities (Smythe et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…One strategy to bridge this gap between supply and demand of resources is to draw on, and enhance, the resources of the children's families and local communities to create informal inclusive early education programs (Smythe et al, 2022). One approach is to supplement the use of existing rich cultural traditions and caregiver knowledge with support to improve caregivers' effectiveness in scaffolding the development of school readiness skills.…”

Section: Introductionmentioning

confidence: 99%

Building inclusive early learning environments for children with a disability in low-resource settings: Insights into challenges and opportunities from rural Zimbabwe

2023

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The majority of young children with a disability live in low- and middle-income countries, where access to inclusive early learning programs supported by governments or non-government organizations is usually unavailable for the majority of the population, who live in rural areas. This study explored the feasibility of leveraging materials and personnel available within local communities to provide inclusive early learning programs in rural Zimbabwe. Caregivers of young children with some disability were given the opportunity to describe their experienced challenges; ways in which they informally support their children’s early learning; and the types of skills and resources they were able and willing to offer to support the establishment and operation of a more formal group-based inclusive early learning program. Qualitative data were generated from a purposive sample of caregivers of children with diverse impairments (n = 12) in two remote rural districts in Zimbabwe. Themes were identified in the rich qualitative data caregivers provided during individual interviews. The challenges caregivers experienced included the failure of interventions to improve their children’s level of functioning, the lack of access to assistive devices, the perception that the local school would be unable to accommodate their children, and worry about the future. Despite these stressors, caregivers actively supported their children’s self-care, social, moral and cognitive development and sought ways to save the funds that would be needed if their children could attend school. Caregivers were also willing and able to provide diverse forms of support for the establishment and operation of an inclusive early education program: food, funding, teaching and learning materials, and free labor. The insights obtained from these data informed the design of local community-controlled inclusive early education programs and the types of support caregivers and children may need to participate fully in these.

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The Role of Parenting Interventions in Optimizing School Readiness for Children With Disabilities in Low and Middle Income Settings

Cited by 7 publications

References 34 publications

The developing brain: Challenges and opportunities to promote school readiness in young children at risk of neurodevelopmental disorders in low- and middle-income countries

The developing brain: Challenges and opportunities to promote school readiness in young children at risk of neurodevelopmental disorders in low- and middle-income countries

Promoting school readiness in children with developmental disabilities in LMICs

Building inclusive early learning environments for children with a disability in low-resource settings: Insights into challenges and opportunities from rural Zimbabwe

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