Inclusive Education at the Centre of Human Development Issues in Togo

Autor/in	Gbebe, Komi Mawouli
Titel	Inclusive Education at the Centre of Human Development Issues in Togo
Quelle	In: European Journal of Education, 58 (2023) 2, S.289-298 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12555
Schlagwörter	Inclusion; Individual Development; Nongovernmental Organizations; Foreign Countries; Students with Disabilities; International Organizations; Access to Education; Equal Education; Educational Strategies; Teaching Methods; Intervention; Educational Policy; Togo + Suchen Sie Ihr Suchwort? Inklusion; Individuelle Entwicklung; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; International organisation; International organisations; International organization; Internationale Organisation; Education; Access; Bildung; Zugang; Bildungszugang; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik
Abstract	In the concept of "inclusive education," the adjective "inclusive" stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's "Education For All" agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation "Humanity & Inclusion." A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of "inclusive education" as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01