Developmental scores and prevalence of functional difficulty among preschool children in Kenya
Summary
Disability-inclusive early childhood development and education (ECDE) plays a crucial role in ensuring that all children, including those with disabilities, reach their developmental potential. However, there is little data on the prevalence of disability in mainstream ECDE in most low and middle income countries.
This research article reports on the developmental scores and prevalence of functional difficulty among preschool children in Homa Bay (settled community) and Turkana (refugee setting), Kenya. Mainstream classes included significant proportions of children with functional difficulties (8.8 to 19.9%). The odds of having at least one functional difficulty were significantly higher among those aged 5 and above. Median development and learning scores were lower in Turkana than Homa Bay, but increased with child age in both sites. The findings highlight the importance of appropriate, sustainable support for inclusive ECDE in both settled communities and refugee settings.