Literaturnachweis - Detailanzeige
Autor/inn/en | Franck, Brittany; Joshi, Devin K. |
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Titel | Including Students with Disabilities in Education for All: Lessons from Ethiopia |
Quelle | In: International Journal of Inclusive Education, 21 (2017) 4, S.347-360 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2016.1197320 |
Schlagwörter | Inclusion; Disabilities; Instructional Materials; Educational Resources; Special Education; Foreign Countries; Case Studies; Sustainable Development; Rural Schools; Urban Schools; Access to Education; Participant Observation; Focus Groups; Mainstreaming; Teacher Attitudes; Administrator Attitudes; Educational Needs; Teacher Education; Educational Opportunities; Qualitative Research; Semi Structured Interviews; Ethiopia Inklusion; Handicap; Behinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsmittel; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Case study; Fallstudie; Case Study; Nachhaltige Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Education; Access; Bildung; Zugang; Bildungszugang; Teilnehmende Beobachtung; Lehrerverhalten; Educational need; Bildungsbedarf; Lehrerausbildung; Lehrerbildung; Bildungsangebot; Bildungschance; Qualitative Forschung; Äthiopien |
Abstract | This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into 'normal' schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |