Strengthening disability-inclusive practices of ECD practitioners: considerations for training and support in Kenya and South Africa.

Recent research confirms that both Kenya and South Africa have policies that support the inclusion of children with disabilities in ECD (Clark et al., 2024). However, high levels of exclusion from early learning of young children with disability persist (IDA 2020), particularly in under-resourced communities in these two countries. There is a need to understand in more depth the causes of such exclusion, taking note of different contexts, but more importantly to identify Africa-based strategies on the roles and training of ECD practitioners and teachers to advance inclusive practices.

Premised on the Nurturing Care Framework for ECD (UNICEF 2018), it comprises six components viz. health, nutrition, early education/learning, play, responsive caregiving/parenting and environment and protection. The framework includes children aged 0-8, with a particular focus on children aged 0-3 The purpose of the study is to determine the capacity of ECD practitioners[ Note that the terms “ECD practitioners” and “ECD teachers” are used interchangeably as being applicable to personnel responsible for running educational and play programmes for young children.] to implement disability-inclusive practices in early learning and play within under-resourced communities in South Africa and Kenya. The aim was to explore the current knowledge, skills, values, and practices of practitioners.  While identifying both enabling factors and barriers, the research aims to determine essential training and support needs for effective disability inclusion. This research ultimately aimed to inform the development of practical, play-based, context-appropriate frameworks and recommendations for enhancing disability-inclusive practices in resource-constrained ECD settings. Focusing on ECD sites[ ECD sites include preschools (Kenya) and ECD centres (South Africa); they are facilities providing early learning and play opportunities for children from infancy up to the age of 5.] which currently enrol children with disabilities. The research looked at the following questions: 1.To what extent are ECD practitioners equipped for disability-inclusive practices in the context of early learning and play in selected ECD centres in under-resourced communities of South Africa and Kenya? 2.What are parents of children with disabilities experiences of their children’s enrolment at ECD centres? 3.What factors strengthen and support these disability inclusive practices? 4.What (additional) training and/or other support is required? 5.What are the implications of the learnings emerging for training and support for disability inclusion in early learning and play?