Contextualization of Inclusive Education: Education for Children with Disabilities in Myanmar

Autor/in	Tonegawa, Yoshiko
Titel	Contextualization of Inclusive Education: Education for Children with Disabilities in Myanmar
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.365-380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Visual Impairments; Blindness; Special Schools; Traditional Schools; Student Needs; Institutional Cooperation; Elementary Secondary Education; Postsecondary Education; Barriers; Burma + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Blindheit; Special school; Sonderschule; Traditioneller Unterricht; Institute; Co-operation; Cooperation; Institut; Kooperation; Post-secondary education; Tertiäre Bildung
Abstract	Inclusive education is regarded as one of the global agendas of education; in recent years, many countries have implemented an inclusive education policy. This case study aimed to examine the actual practice of inclusive education among children with disabilities today. More specifically, this study analyzed the case of inclusive education for children with visual impairment in Yangon, Myanmar. In Yangon, "a limited inclusive education in phase" allows children with visual impairment to experience both special and regular schools. This study's findings revealed that the special schools had met the students' needs with life-skills courses, supplementary study time, and a safe environment. However, there were some challenges, including a lack of communication between the special and regular schools and inadequate bonding between students with and without visual impairment. However, it also suggests the importance of addressing the wider range of needs of students with disabilities for inclusive education. This case in Yangon is considered as a type of inclusive education which utilizes their resources to fit their context. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01