​Feelings of inclusion and exclusion among children with disabilities in the global south

Children with disabilities living in the global south are less likely to be enrolled in school, transition between primary and secondary school, and complete their educations compared to their non-disabled peers. Participatory... [ view full abstract ]

Children with disabilities living in the global south are less likely to be enrolled in school, transition between primary and secondary school, and complete their educations compared to their non-disabled peers. Participatory research to understand the thoughts, feelings and perspectives of children with disabilities themselves is an approach which is lacking in disability and education research with some assuming this group have little to say or methodologically difficult to include in research. While researchers should be careful not to overstate the authenticity and validity of participatory research, a rigorous approach to the design and execution of this methodology can result in an increased understanding in to how children with disabilities experience inclusive education themselves rather than through proxies such as parents or teachers. I aim to reflect critically on using the photovoice method/methodology in Kampala, Uganda to understand the experiences of inclusive education among children with disabilities.