Understanding Muscular Dystrophy in a School Environment within an African Context

Abstract

The paper reflects on the condition muscular dystrophy in African communities and the implications for inclusive education. It emphasizes the need for Afrocentric approaches to understanding disability and incorporating indigenous knowledge systems. It acknowledges that dearth of research on MD from an African perspective limits access to inclusive education. Information was obtained from literature on disability and indigenous knowledge systems from the African perspective. The dearth of research in MD from an African perspective compelled this study to utilise a comprehensive literature review, allowing the use of data sources across the globe. Afrocentric approaches that embrace African culture are the cornerstone of understanding issues of disability in the African context. The paper suggests that the Afrocentric lens is essential for achieving inclusive education in Africa by recognising the role of culture in the education system. The findings provide an understanding of the condition of MD from the Eurocentric and Afrocentric perspectives. Inclusive education should incorporate African indigenous knowledge systems to respond to disability in African school environments. Furthermore, the paper emphasizes the need to validate traditional practices in understanding and addressing MD.