Education as a factor in social participation for people affected by disabilities in communities endemic to neglected tropical diseases in Benin and Côte d'Ivoire, West Africa.

INTRODUCTION

Disability significantly affects access to fundamental rights, including education. This study aimed to analyse the factors associated with non-schooling among people with disabilities due to Neglected Tropical Diseases and other causes in Benin and Côte d'Ivoire.

METHODS

This was a descriptive cross-sectional study with an analytical focus using a sequential mixed-methods formative approach. Quantitative data were collected from 841 people with disabilities using structured questionnaires and analyzed with SPSS version 25 to identify factors associated with non-schooling. Qualitative interviews were thematically analyzed to explore participants' experiences and needs, which informed the co-development of three context-adapted intervention modules. The modules were subsequently piloted and qualitatively evaluated among a small group of participants.

RESULTS

Factors associated with non-schooling included multiple disabilities [ORa = 3.91; 95% CI (2.01-7.2); p < 0.001], sensory disability [ORa = 1.47; 95% CI (1.00-2.16); p = 0.048], restrictions on social participation [ORa = 1.63; 95% CI (1.19-2.23); p = 0.002] and country of origin [ORa = 3.10; 95% CI (2.28-4.23); p < 0.001]. The pilot qualitative evaluation suggested perceived improvements in self-esteem, social participation, and engagement in income-generating activities among intervention participants.

CONCLUSION

These findings highlight the importance of addressing educational barriers faced by people with disabilities. They also suggest that context-adapted educational and psychosocial interventions may support social participation, although further studies are required to evaluate their effectiveness.