HEALTH NEEDS OF EARLY CHILDHOOD SPECIAL EDUCATION LEARNERS

Daniel L. Mpolomoka, Rose Chikopela, Pelekelo Kabundula, Moono Muvombo, Selina Banda, Namakau Noyoo, Beatrice Chirwa, Joseph Mwale

Abstract


This paper explores the health needs of early childhood education (ECE) learners with special educational needs and identifies effective strategies for integrating health support within ECE programs. A search of databases identified nine relevant studies that examined various aspects of health-related challenges faced by children with special needs in ECE settings. The findings reveal that these children often experience sensory, mobility, and medical challenges that require tailored educational interventions. Effective strategies for addressing these health needs include the integration of health services into educational frameworks, professional development for educators and collaboration between families, health professionals, and schools. Furthermore, the use of multimedia technologies and individualized health plans has been shown to enhance learning outcomes for children with special educational needs. The review highlights significant gaps in policy and resource allocation, emphasizing the need for stronger collaboration and advocacy for the inclusion of health support in ECE programs. This study contributes to the growing body of knowledge on inclusive education by proposing actionable strategies for enhancing the health and well-being of children with special needs, ensuring that they have equitable access to quality early education.

 

Article visualizations:

Hit counter


Keywords


health needs, SEN, ECE, inclusive education, health support strategies

Full Text:

PDF

References


Abdussammed, P. (2024). Early childhood education: Issues and challenges – An institutional perspective. Research Review International Journal of Multidisciplinary Studies, 5(2), 98–112. DOI: https://doi.org/10.31305/rrijm.2024.v09.n01.004

Batra, A., Marino, L., and Beatie, R. M. (2022). Feeding children with neurodisability: challenges and practicalities. Retrieved from https://elicit.com/notebook/e201b9d5-efbb-4594-81e7-7976b195ea43#18367f997a9407c6631725c188bef2e

Banda, S., Mpolomoka, D. L., Mbono, D. and Sampa, R. L. (2017). Use of questions in qualitative research: How questions guided our study. International Journal of Development Research, 7, (12), 17895-17898. Retrieved from https://www.researchgate.net/publication/340166578_USE_OF_QUESTIONS_IN_QUALITATIVE_RESEARCH_HOW_QUESTIONS_GUIDED_OUR_STUDY

Berry, J. W. (1997). Immigration, Acculturation and Adaptation. Applied Psychology, 46(1), 5-34. Retrieved from https://doi.org/10.1111/j.1464-0597.1997.tb01087.x

Bhabha, H. K. (1994). The Location of Culture. Routledge. https://doi.org/10.4324/9780203820551

Bimba, A., Mpolomoka, D. L., Sampa, R. L., Nyirenda, O. G., Chitodno, L., Muyendekwa, L., Kangwa, K. and Chalwe, A. N. (2023). Social Significance of Kinship in the Bemba Speech Community. Journal of Literature, Languages and Linguistics. 96(4), 11-27. https://doi.org/10.7176/JLLL/96-02

Bimba, A., Mpolomoka, D. L., Sampa, R. L., Nyirenda, O. G., Chitondo, L., Muyendekwa, L., Kangwa, K. and Chalwe, A. N. (2023). Locating the Bemba Kinship in 21st Century Zambia: A Historical and Futuristic Perspective. International Journal of Social Science and Education Research Studies, 3(7), 1326-1321. https://doi.org/10.55677/ijssers/V03I7Y2023-21

Brelsford, W. V. (1956). The Tribes of Northern Rhodesia. Lusaka: The Government Printer. p. 70.). Retrieved from https://archive.org/details/tribeofnorthernr0000wvbr/page/70/mode/1up

Camargo, R. (2025). Training needs of pre-kindergarten to second-grade general and special education teachers to include students with autism spectrum disorder (Order No. 31841365). Available from ProQuest One Academic. (3167843140). Retrieved from https://www.proquest.com/dissertations-theses/training-needs-pre-kindergarten-second-grade/docview/3167843140/se-2

Chikopela, R., Ndhlovu, D., Mandyata, J. and Mpolomoka, D.L. (2018). An exploration of play environments for learners in inclusive schools. International Journal of Social Science and Interdisciplinary Research, 7(6), 19-25 Available on indianresearchjournals.com

Chirwa, E., Mpolomoka, D.L., Muvombo, M. and Chikopela, R. (2024) Establishing a Measure of Educational Attainment: Using the Zambia Neurobehavioural Test Battery. Open Access Library Journal, 11, 1-15. doi: 10.4236/oalib.1111870.

Colson, E. (2006). Tonga Religious Life in the Twentieth Century. Lusaka, Zambia: Book World. Retrieved from https://www.jstor.org/stable/j.ctvk3gmv5

Crotty, M. (1996). Phenomenology and Nursing Research. Churchill Livingstone – Melbourne. Retrieved from https://philpapers.org/rec/CROPAN

Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspectives in the Research Process, David Lovell Publishers. Retrieved from https://uk.sagepub.com/en-gb/eur/the-foundations-of-social-research/book207972

De Craemer, W., Vansina, J. and Fox, R. (1976). Religious Movement in Central Africa: A Theoretical Study, Comparative Studies in Society and History, 18, 4, 458-75. Retrieved from https://www.jstor.org/stable/178277

Dutrow, K.M. (2025). From head start to lifelong learners: Inspiring adult narratives of early childhood motivation (Order No. 31997470). Available from ProQuest One Academic. (3200068643). Retrieved from https://www.proquest.com/dissertations-theses/head-start-lifelong-learners-inspiring-adult/docview/3200068643/se-2

Ekeke, C. & Ekeopara C. (2010). God, divinities and spirits in African traditional religious ontology. African Journals of Social and Management Sciences, http://dx.doi.org/10.5251/ajsms.2010.1.2.209.218

Ellis, S. & Ter Haar G. (2004). Worlds of Power: Religious Thought and Political Practice in Africa. Oxford University Press. Retrieved from https://www.hurstpublishers.com/book/worlds-of-power/

Ellis, S. (2002). Witch-hunting in Central Madagascar, 1828-1861, Post and Present, 175, 90-123.

Evan-Pritchard E. E. (1937). Witchcraft, Oracle and Magic among the Azande. Clarendon Press, pp.9-10. Retrieved from https://monoskop.org/images/3/37/Evans_Pritchard_E_E_Witchcraft_Oracles_and_Magic_Among_the_Azande_1976.pdf

Ghansah, W. E. (2012). Encounters between Christianity and African Traditional Religions in Fante Funeral Practices. A critical discussion of the funeral practices of the Fantes in Ghana. A Thesis submitted to the Faculty of Theology, in partial fulfilment of the requirements for the degree of Master of Philosophy Degree in Inter-Contextual Theology. University of Oslo, Norway. Retrieved from https://www.duo.uio.no/handle/10852/32870

Gomez, Y. (2025). Building capacity, community, and engagement among latinx parents of preschoolers with special needs: An inclusive parent education program (Order No. 31766156). Available from ProQuest One Academic. (3175743958). Retrieved from https://www.proquest.com/dissertations-theses/building-capacity-community-engagement-among/docview/3175743958/se-2

Hachintu, J. K. (2024): The Transformed Muzembo Funerary Ritual of the Tonga People of Chikankata in Zambia, 2013-2023. Mulungushi University Multidisciplinary Journal, 5(1). Retrieved from https://research.mu.ac.zm/research/index.php/mu

Hachintu, J. K. (2023). The gendering of empowerment for Christian women in Kabwe, Zambia: a study of selected Church denominations. Mulungushi University Multidisciplinary Journal, ISSN: 2958-3926, 4(2). Retrieved from https://research.mu.ac.zm/research/index.php/mu

ICED (2016). Mbala: Inclusive Urban Economic Development Diagnostic. Infrastructure & Cities for Economic Development (ICED) Project. UK’s Department for International Development. Pricewaterhouse Coopers LLP. Vol. URB001. Retrieved from https://infrastructuretransparency.org/wp-content/uploads/2018/06/2167_ICED-Introduction.pdf

Kashyap, M. (2024). Bright beginnings: Supporting foster preschoolers' readiness for school. California State Journal of Early Childhood Education, 14(3), 56–74. Oai:alma.01CALS_USL:11276145050001671

Kidd, L. & Rowland, C. (2021). The effect of language-focused professional development on the knowledge and behaviour of preschool practitioners. Journal of Early Childhood Literacy, 21(1), 27–59. https://doi.org/10.1177/1468798418803664

Kgatla, S. T. et al. (2003). Crossing Witcraft Barriers in South Africa. Exploring Witchcraft Accusations, Causes and Solutions, Utrecht University, p.5.

Knotts, L. (2025). Culturally and linguistically diverse young children with special needs: Implementation of the resilience based interaction model (Order No. 31993861). Available from ProQuest One Academic. (3192451603). Retrieved from https://www.proquest.com/dissertations-theses/culturally-linguistically-diverse-young-children/docview/3192451603/se-2

Kumar, J. & Manandhar, N. (2020). Importance of Consent in Research. International Journal of Occupational Safety and Health 10(2): 89-91. http://dx.doi.org/10.3126/ijosh.v10i2.33284

Lindstrom, A. (2025). Meet them where they are: Itinerant early childhood special education services in community-based settings (Order No. 32042142). Available from ProQuest One Academic. (3205422494). Retrieved from https://www.proquest.com/dissertations-theses/meet-them-where-they-are-itinerant-early/docview/3205422494/se-2

Love, H. R. & Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4), 204–216. https://doi.org/10.1177/0271121419846342

Mabenga, M.M. and Mpolomoka, D.L. (2017). Critical factors in early childhood education: policy and practice. Palgo Journal of Education Research, 5(4), 292-297.

Macagno, A., Ragaglia, B., Henning, A. and Bulgarelli, D. (2024). Inclusive approaches in Italian early childhood education and care: The view of practitioners. Education Sciences, 14(4), 385–405. http://dx.doi.org/10.3390/educsci14040385

Mbiti, J. S. (1975). Introduction to African Religion. Heinemann. Retrieved from https://books.google.ro/books/about/Introduction_to_African_Religion.html?id=JqfXAAAAMAAJ&redir_esc=y

Mbiti, J. S. (2003). Introduction to African Religion 2nd Ed. EAE Publishers.

Mbiti, J. S. (1964). African Religion and Philosophy. Heinemann. Retrieved from https://books.google.ro/books/about/African_Religions_Philosophy.html?id=eTUpo9lH-fYC&redir_esc=y

Mitchell, L. (2024). Rangahau research: Well-being and health in ECE settings. Early Childhood Folio, 18(2), 12–26. https://doi.org/10.18296/ecf.0072

Moono, M., Musonda, A., Mpolomoka, D.L., Banda, S., Sampa, R.L. and Chalwe, A.N. (2024). Nurturing Parental Involvement in Artificial Intelligence (AI) Literacy among Children in Multicultural Classrooms. Journal of Culture, Society and Development, 73, 72-83. https://doi.org/10.7176/JCSD/7307

Mpolomoka, D. L. (2024). Research Ethics in Post-Graduate Education: A Meta-Analysis. Journal of Education and Practice, 15(13), 26-33 https://doi.org/10.7176/JEP/15-13-02

Mpolomoka, D.L., Muvombo, M., Matimba, M.N., Chulu, T., Mate, J. and Situmbeko, M. (2022). Tales of Early Childhood Education Teachers in Government Schools in Chipata, Zambia. Texila International Journal of Academic Research, 9(1), 1-9. https://doi.org/10.21522/TIJAR.2014.09.01.Art010

Mushibwe, C. P., Chambeshi, M. & Mpolomoka, D. L. (2021). Valuing Safehome Shelters for Victims of Violence in Lusaka Province, Zambia. Journal of African Interdisciplinary Studies, 5(9), 41 – 56. https://doi.org/10.12691/rpbs-11-1-5.

Mwinsa, G.M., Chikopela, R. and Mpolomoka, D.L. (2024). Early Childhood Children through Teacher Responding to Learning Needs of Early Childhood Children through Training in Zambia. Accessible at: https://essa-africa.org/node/1938

Neyestani, T., Dadkhah-Piraghaj, M., Haydari, Telma Zowghi, H., Nikooyeh, B., Houshyar-Rad, A., Nematy, M. & Maddah. M. (2010). Nutritional status of the Iranian children with physical disability: A cross-sectional study. Asia Pacific Journal of Clinical Nutrition 11(2). Retrieved from https://pubmed.ncbi.nlm.nih.gov/20460236/

Njoku, F.O.C. (2002). Essays in African Philosophy, Thought & Theology. Owerri: Claretian Institute of Philosophy & Clacom Communication.

Nurjannah, Y. E. & Ervin, E. N. A. (2024). Interactive Multimedia Innovation: Increasing the Interest in Learning of Children with Multiple Disabilities at an Early Age. Kiddie: Early Childhood Education and Care Journal, 1(2), 145–150. Retrieved from http://ejurnal.staimuttaqien.ac.id/index.php/kiddie/article/view/1680

Ogbonna, K., Otobo, O. V., Maduabum, O. F., Onyeka, F. N., Olatokunboh A. A., Chika, E. Ajuluchi (2019). Nutritional Challenges of Children with Disabilities in Special Needs Center in Mainland, Lagos State, Nigeria. Journal of Food Science and Engineering. 9. Retrieved from https://davidpublisher.com/Public/uploads/Contribute/5dcba91138444.pdf

Opoku, K. A. (1978). West Africa Traditional Religion. Accra: FEP International Private Research Process. SAGE Publishers

Parris, T.S. (2025). Early childhood teachers’ perspectives on challenges using developmentally appropriate practices in the classroom (Order No. 31999211). Available from ProQuest One Academic. (3200582500). Retrieved from https://www.proquest.com/dissertations-theses/early-childhood-teachers-perspectives-on/docview/3200582500/se-2

Podolecka, A. & Austin M. Cheyeka, A. M. (2021). Ng’angas - Zambian Healers-Diviners and their Relationship with Pentecostal Christianity: The Intermingling of Pre-Christian Beliefs and Christianity. Journal for the Study of Religion. Department of Religious Studies and Arabic, University of South Africa, http://dx.doi.org/10.17159/2413-3027/2021/v34n2a7

Popov, N., Wolhuter, C., Ermenc, K.S., Hilton, G. & Ogunleye, J. (2024). Quality, social justice, and accountability in education worldwide. Policy Commons Education Journal, 22(6), 87–105. Retrieved from https://coilink.org/20.500.12592/12fbo3f

Snow, C.J. (2025). Making inclusion meaningful for preschool children with severe autism (Order No. 32001355). Available from ProQuest One Academic. (3200087077). Retrieved from https://www.proquest.com/dissertations-theses/making-inclusion-meaningful-preschool-children/docview/3200087077/se-2

Tonn, E. (2025). Fostering healthy early childhood sexual development: Creating a comprehensive sexuality education children's book (Order No. 31939843). Available from ProQuest One Academic. (3201892483). Retrieved from https://www.proquest.com/dissertations-theses/fostering-healthy-early-childhood-sexual/docview/3201892483/se-2

Van Noorden, Lauren (2024). Evaluation of a two-tiered coaching programme for parents of young autistic children. Journal of Autism Studies, 12(3), 43–62. https://doi.org/10.26686/wgtn.25303966

Watson, W. (1971). Tribal cohesion in a money economy; a study of the Mambwe people of Zambia. Manchester: Manchester University Press. p. 152. Retrieved from https://archive.org/details/tribalcohesionin0000wats/mode/1up

Willis, R. (1966). The Fipa and related peoples of southwest Tanzania and northeast Zambia. London: International Institute. p. 52. Retrieved from https://archive.org/details/fiparelatedpeopl0000will/mode/1up

Zambia Religions. (2019). Retrieved from https://www.nationsencyclopedia.com/Africa/Zambia-RELIGIONS.html#ixzz5iM1gnkkd

Zazzara, J. (2024). Best practices to support the needs of students with exposure to trauma during instruction: Early childhood education (Order No. 31764335). Available from ProQuest One Academic. (3142703676). Retrieved from https://www.proquest.com/dissertations-theses/best-practices-support-needs-students-with/docview/3142703676/se-2




DOI: http://dx.doi.org/10.46827/ejse.v11i3.6078

Copyright © 2015 - 2026. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).