Childhood disability in eastern Ethiopia

Abstract

Background: In developing countries, although childhood disabilities are believed to be rampant, reliable estimates of population-based prevalence of childhood disabilities and their circumstances are limited. Current knowledge about the epidemiology of childhood disabilities is based on studies from developing countries and outdated estimates made by the United Nations. Objective: the objective of this study was to assess the magnitude of childhood disability, its risk factors and school enrollment status of children with disability in eastern Ethiopia. Methods: In this community-based survey, children aged 0-14 years were studied and mainly biological mother or in her absence other guardians were respondents. Magnitude of disability was measured using 4-item scale. Risk factors were measured using population-based matched casecontrol study. School enrollment (community survey) was measured using 2-item scale that is enrolled or not enrolled for enrollment. Extended Mantel-Haenszel for linear trend, binary and conditional logistic regressions were used during analysis to address the specific objectives of the study. Results: Prevalence of childhood disability was 2.72%. Among children identified with a disability, a third of them had multiple disabilities and about a quarter had severe form of disability. Hearing loss was highly prevalent and chronic ear infection was common among them. The odds of disability was less among children born by literate mother (AOR= 0.55; 95% CI= 0.37, 0.82). But, the odds having disability was greater among children who are from households with low wealth index (AOR =1.88; 95% CI= 1.42, 2.50), children living with a single parent (OR=1.68; 95% CI=1. 08, 2.61) and those born of mothers with 10+ pregnancies (AOR=1. 92; 95% CIs=1. 20, 3.06). Only, about half of the children with disability were enrolled in school; 49.5% (95% CI=43. 9%, xii 55.1%). Bullying and lack of resources were the most common problems for not enrolling children with disability to school. Children with multiple disabilities and children from households with low wealth index were less likely to be enrolled (AOR=0.40; 95% CI= 0.18, 0.88) and (AOR=0.51; 95% CI= 0.28, 0.92) respectively, whereas the odds of going to school was higher for males (AOR=2.40; 95% CI= 1.47, 3.92). Conclusion: Estimates of childhood disability was relatively high and school enrollment was low and mainly affected by household wealth index, maternal education and bullying. Efforts to address the life and social needs of children with disability need to be intensified. In addition, regulations that favor inclusion of children with disability to regular schools need to be reinforced with accommodating school environment.