Inclusive Strategies for Children with Developmental Disabilities in Classrooms in African Countries: a Systematic Review of Stakeholder Experiences, Attitudes and Perspectives

African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, with the aim to synthesise stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs (Theme 1) and provide targeted support, reinforcement and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies are recommended to improve use and outcomes of inclusive strategies.