{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T06:10:22Z","timestamp":1790143822826,"version":"4.0.1"},"reference-count":26,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T00:00:00Z","timestamp":1790121600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Rehabil. Sci."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>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 C\u00f4te d\u2019Ivoire.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>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\u2019 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Factors associated with non-schooling included multiple disabilities [ORa\u2009=\u20093.91; 95% CI (2.01\u20137.2);\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&amp;lt;\u20090.001], sensory disability [ORa\u2009=\u20091.47; 95% CI (1.00\u20132.16);\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.048], restrictions on social participation [ORa\u2009=\u20091.63; 95% CI (1.19\u20132.23);\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.002] and country of origin [ORa\u2009=\u20093.10; 95% CI (2.28\u20134.23);\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&amp;lt;\u20090.001]. The pilot qualitative evaluation suggested perceived improvements in self-esteem, social participation, and engagement in income-generating activities among intervention participants.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fresc.2026.1810112","type":"journal-article","created":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T05:49:08Z","timestamp":1790142548000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Education as a factor in social participation for people affected by disabilities in communities endemic to neglected tropical diseases in Benin and C\u00f4te d\u2019Ivoire, West Africa"],"prefix":"10.3389","volume":"7","author":[{"given":"Fifamin No\u00ebl Christelle","family":"Gbaguidi","sequence":"first","affiliation":[{"name":"Centre Interfacultaire de Formation et de Recherche de Environnement Pour le D\u00e9veloppement Durable, Universit\u00e9 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