A Historical Analysis of Post-Genocide Rwandan Special Education: Lessons Derived and Future Directions

Autor/in	Nyarambi, Arnold
Titel	A Historical Analysis of Post-Genocide Rwandan Special Education: Lessons Derived and Future Directions
Quelle	(2009), (203 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Tennessee Technological University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-8131-0
Schlagwörter	Hochschulschrift; Dissertation; Conflict; Disabilities; Death; Foreign Countries; Social Isolation; Special Education; Investigations; Interviews; Literature; Data Analysis; Models; Counseling; History; African American Culture + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Konflikt; Handicap; Behinderung; Sterbefall; Tod; Todesfall; Ausland; Soziale Isolation; Special needs education; Sonderpädagogik; Sonderschulwesen; Untersuchung; Interviewing; Interviewtechnik; Literatur; Auswertung; Analogiemodell; Counselling; Beratung; Geschichte; Geschichtsdarstellung
Abstract	The purpose of this postcolonial historical study was to investigate the following: prevalence and nature of disabilities, programs, and services of special education in Rwanda before and after the 1994 genocide; and the utility, effectiveness, and importation of western-based special education models, programs, and services in Rwanda; and lastly to determine lessons that can be gleaned from the experiences of Rwanda to better serve people with disabilities in post-conflict situations. The major premises of this study were: the 1994 Rwandan genocide brought about increased and complex special education needs; special education models, programs, and services in post-genocide regions are characteristically different from the developed world where genocide is less common; and, there are complex relationships among genocide, disability, poverty, social exclusion, and special education in post-genocide regions, such as Rwanda. Historical analysis was used in this inquiry. Eight official and public documents were selected and reviewed from an original pool of 20. Themes were drawn and entered into an 8 by 30 matrix. Ten, from 15 participants were interviewed. Interviews were transcribed and themes were drawn and entered into a 10 by 20 matrix. Themes from documents and interviews were organized and blended, and united in their respective matrixes. A 2 by 14 matrix was constructed and 14 united common themes to both documents and interviews were entered, color coded, and matched for analysis. Finally, common overlapping themes from documents and interviews' united matrix were ordered by a panel of seven key informants and were matched for analysis. The findings were analyzed and interpreted according to the trends of themes (data). The results of this study included a consistency of fourteen common themes across documents, interviews, and key consultations representing key aspects for consideration in constructing a proposed post-genocide Rwandan special education model. A post-genocide special education model was constructed from selected key themes. Implications for the study and recommendations were explained. This study serves as a guide for future research regarding an understanding of special education in emergency, post-conflict, post-genocide, and post-war situations in developing countries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10