Widening the focus of school readiness for children with disabilities in Malawi

A critical review of the literature

Bibliographic Data

ID15085122
AuthorsPaul Lynch (0000-0002-8439-6844, University of Glasgow, corresponding author), Anita Soni (0000-0001-8590-0208, University of Birmingham)
Year2025
Volume29
Issue1
Pages97-111
Publication date2025-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13603116.2021.1965801
OpenAlexW3201505589
LanguageEN
Citations received6
References cited18

In recent years, school readiness has become increasingly contested by early childhood researchers resulting in a lack of agreement on how it should be conceptualised and assessed, particularly in relation to children with disabilities. This article responds to some of these arguments by carrying out a critical examination of the literature surrounding early childhood education and care, assessment procedures, and cultural background in relation to school readiness. Evidence from the review revealed that there are few assessment instruments that capture the contextual aspects of children’s early learning and development, such as their cultural background, linguistic diversity or level of impairment or disability. We draw on the evidence to propose a holistic model of school readiness that can be used to help us to understand the transition of children with disabilities into primary educational settings in a low-income country in sub-Saharan Africa. We conclude that children’s assessment instruments should provide an accurate yet nuanced picture of children, within their context, alongside information that can support them into primary school. In doing this, it is vital to use contextual measures that are inclusive of children with different abilities and consider the constraints that may prevent them from going to school

Developmental psychology · Early childhood · Early childhood education · Medical education · Pedagogy · Sociology · Child Nutrition and Water Access · Early Childhood Education and Development · Medicine · Poverty, Education, and Child Welfare · Psychology · Social Psychology

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