Access to basic education: A literature review of challenges facing children living with visual impairment in Sub-Saharan Africa

Abstract

Visual impairment is a serious public health challenge that impacts on the social, economic, and educational opportunities of affected children, particularly those in Sub-Saharan Africa (SSA). Most countries in SSA fail to address education barriers emanating from poorly formulated education policies and implementation that directly or indirectly discriminate against children living with visual disabilities, particularly those from rural backgrounds. Therefore reviewing education policies and legislative laws about their pertinence and execution appears paramount. An extensive literature search was conducted using PubMed, Cochrane, Medline, and EBSCOhost databases as well as official websites including technical reports, policy documents and/or frameworks. The literature search used the following keywords in various combinations ‘access to basic education’, ‘challenges to accessing basic education’, and ‘visual impairment among children in Sub-Saharan Africa’. The literature reviewed geographically covers a SSA perspective on the following aspects: (1) visual impairment among children in SSA, (2) the lack of access to basic education for visually impaired children, (3) shortage of specialised skills in basic education for visually impaired children, (4) violations of good practice and discrimination in accessing basic education, and (5) possible solutions to the challenges experienced by children with visual impairments in SSA. Visually impaired children need to be recognised as part of their communities and should have the same rights to education as other citizens. All necessary measures should be made available for them to have fulfilling lives, including appropriate educational facilities.