Disability in Education in Africa

Abstract

This chapter examines the state of higher education for persons with disabilities in Africa, situating its analysis within the broader context of educational inclusion and human rights. It shows that while notable progress has been made in primary and secondary education, higher education still faces many challenges, including poor infrastructure, limited resources, negative attitudes, and uneven implementation of policies. The chapter analyses how African countries have responded through ratifying the United Nations Convention on the Rights of Persons With Disabilities and developing national and institutional policies to promote inclusion. It presents the role of advocacy groups, universities, and disabled persons’ organisations in improving access and support. Drawing on examples across the continent, it explores how sociocultural, economic, and political factors shape students’ experiences. The chapter concludes that meaningful inclusion requires adhering to international agreements, implementing supportive policies, promoting cultural change, and integrating disability into all aspects of higher education planning and teaching. Opportunities for progress exist through inclusive curricula, higher education training, assistive technologies, and institutional commitment. By combining policy, practice, and lived experience, the chapter presents a vision for African universities as equitable and inclusive spaces where students with disabilities can fully participate and achieve academic, social, and professional success.