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Critical Components in the Inclusion of Learners with Cerebral Palsy and Associated Communication Disorders

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Handbook of Speech-Language Therapy in Sub-Saharan Africa

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Abstract

Background: Rates of children born with cerebral palsy (CP) are higher in sub-Saharan Africa (SSA), while effective inclusive education remains a challenge in these countries. This chapter focuses on the critical components in the inclusion of students with CP with associated communication difficulties in learning institutions. Methodology: A systematic review was carried out to find, critically evaluate, and synthesize the available evidence on how the inclusion of students with CP can be fostered in regular schools. Results: A critical appraisal of 18 studies revealed significant gaps in research related to the inclusion of students with CP in SSA schools. The synthesized evidence is described in a narrative form in the following thematic areas: the learning environment, accommodation, attitude, therapy, and assistive technology. This chapter sampled studies that were aimed at providing meaningful information regarding the inclusion of children with CP in regular primary schools. Discussion: Conclusions are drawn for the SSA context, such as increased classroom engagement by therapists and the increased use of augmentative and alternative communication (AAC).

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Authors and Affiliations

  1. Kenyatta University, Department of Special Needs Education, Nairobi, Kenya

    Nelly Were Otube & Mathew Kinyua Karia

Authors
  1. Nelly Were Otube
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  2. Mathew Kinyua Karia
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Correspondence to Nelly Were Otube .

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Editors and Affiliations

  1. Department of Speech-Language Therapy and Inclusive Education, Leibniz University Hannover, Institute for Special Education, Hannover, Germany

    Ulrike M. Lüdtke

  2. Department of Paediatrics and Child Health, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania

    Edward Kija

  3. Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Mathew Kinyua Karia

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Otube, N.W., Karia, M.K. (2023). Critical Components in the Inclusion of Learners with Cerebral Palsy and Associated Communication Disorders. In: Lüdtke, U.M., Kija, E., Karia, M.K. (eds) Handbook of Speech-Language Therapy in Sub-Saharan Africa. Springer, Cham. https://doi.org/10.1007/978-3-031-04504-2_33

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