Building Bridges between Global Concepts and Local Contexts: Implications for Inclusive Education in Nepal, Sri Lanka, and Bangladesh

Autor/inn/en	Beutel, Denise; Tangen, Donna; Carrington, Suzanne
Titel	Building Bridges between Global Concepts and Local Contexts: Implications for Inclusive Education in Nepal, Sri Lanka, and Bangladesh
Quelle	In: International Journal of Inclusive Education, 23 (2019) 1, S.109-124 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beutel, Denise) ORCID (Carrington, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1514763
Schlagwörter	Inclusion; Disabilities; Awards; Program Descriptions; Foreign Countries; Faculty Development; Teacher Attitudes; Special Education; Sustainability; Study Abroad; Student Diversity; Developing Nations; Financial Support; Program Evaluation; College Faculty; Nepal; Bangladesh; Sri Lanka; Australia + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Award; Auszeichnung; Ausland; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Nachhaltigkeit; Studies abroad; Auslandsstudium; Developing country; Developing countries; Entwicklungsland; Finanzielle Förderung; Programme evaluation; Programmevaluation; Fakultät; Bangladesch; Ceylon; Australien
Abstract	This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept, and how such knowledge could then be implemented in the local context. While in Brisbane, participants completed a Return to Work Plan (RWP) indicating how they anticipated applying their new knowledge in their respective workplaces. Data were collected both pre- and post-programme with follow-up individual interviews and focus groups once they returned to their home countries. Findings revealed that participants gained a broader understanding of inclusive education and 'diversity' that counter the perception of inclusion as restricted to only a specific area of 'special education'. For many participants, work habits changed as they applied their learning to include a greater range of diversity in their home countries. While the initial impact appeared localised, there were positive indications for longer-term sustainability. This research may assist other educators from developing countries to maximise the benefit of participation in similar short course programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01