Analytical Study of Research Gaps in Early Childhood Disability Inclusion in Sub-Saharan African ECD Research with Nigerian Implications

Disability inclusion in early childhood education in sub-Saharan Africa has received insufficient research attention, and systematically mapping research gaps with specific implications for Nigeria generates an agenda for building the evidence base needed to support policy and practice reform. This study analytically examined research gaps in early childhood disability inclusion across sub-Saharan Africa with specific attention to Nigerian implications. A systematic scoping review of 11 databases identified 62 publications from 2018 to 2024 on disability inclusion in ECD in sub-Saharan Africa, of which 8 specifically addressed Nigerian contexts. Analysis categorised the existing evidence across disability type, intervention approach, setting, and methodology. Results confirmed that intellectual disabilities received the most research attention, while autism spectrum disorder, hearing impairment, and multiple disabilities were severely underrepresented. Intervention research was dominated by single-case studies, with no randomised trials conducted in Nigerian settings. Inclusion support for families was studied in only 6 publications. Teacher attitude studies were the most common design, with few examining actual practice change. Nigeria was absent from cross-national comparative studies. The study proposes an original Nigerian Early Childhood Disability Inclusion Research Agenda with 12 priority questions. Recommendations include TETFUND priority funding for ECD disability inclusion research, establishing multi-university ECD disability research collaborations, and Nigeria's participation in the Pan-African ECD disability inclusion data consortium.

Keywords: disability inclusion, early childhood education, sub-Saharan Africa, Nigeria, research gap