Disability, inclusion and language-in-education policy in the Global South: the Colombian context.

Autor/inn/en	David, Rosa Dene; Brown, Kimberley
Titel	Disability, inclusion and language-in-education policy in the Global South: the Colombian context. Paralleltitel: Posebne potrebe, inkluzija in vkljucenost jezikov v izobrazevanju v drzavah tretjega sveta: kolumbijski kontekst.
Quelle	In: CEPS journal, 12 (2022) 4, S. 13-33Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26090 10.26529/cepsj.1441
URN	urn:nbn:de:0111-pedocs-260907
Schlagwörter	Chancengleichheit; Einstellung (Psy); Bildungspolitik; Bildungsreform; Chancengleichheit; Englischunterricht; Fremdsprachenunterricht; Kolumbien; Bildungssystem; Schüler; Bildungssystem; Bildungspolitik; Bildungsreform; Behinderung; Integrative Schule; Indigenes Volk; Integrative Schule; Lehrerausbildung; Schüler; Bildungsprogramm; Inklusion; Fremdsprachenunterricht; Englischunterricht; Menschenrechte; Sozioökonomische Lage; Behinderung; Sonderpädagogischer Förderbedarf; Umsetzung; Indigenes Volk; Kolumbien
Abstract	This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1