The role of stigma in accessing education for people with disabilities in low and middle-income countries: a review of the evidence

Abstract

People with disabilities are often subjected to stigma, which can keep them from realising their full potential and their human rights, including the right to education. The UN agenda for Sustainable Development Goals, underscores the urgent need to eliminate and ensure equal access in education to vulnerable groups, including people with disabilities. Thus, it is important to understand the different barriers and facilitators, which are preventing or enabling people with disabilities in their access to inclusive quality education. This report presents findings from a scoping review conducted to give an overview of the evidence-base on the role of stigma in accessing education for people with disabilities in low and middle-income countries (LMICs). Twenty-three articles from LMICs met the predetermined inclusion criteria. These articles described some of the ways stigma is affecting access to and equity in education, especially attitudes coming from teachers, school staff and structures, peers, parents and children's own felt stigma. In turn, these attitudes reflect societal stigma which is due to lack of knowledge and a societal view of disability, based on the medical model of impairment and limitation. There is a need for capacity building of teachers and of changing the medical view of disabilities in society. Evidence-based awareness campaigns and research on the implementation of inclusive education in low and middle-income countries is needed. ISBN: 978-82-14-06715-6