Perceptions of Disability and Access to Inclusive Education in West Africa: A Comparative Case Study in Dakar, Senegal

Autor/inn/en	Drame, Elizabeth R.; Kamphoff, Kaytie
Titel	Perceptions of Disability and Access to Inclusive Education in West Africa: A Comparative Case Study in Dakar, Senegal
Quelle	In: International Journal of Special Education, 29 (2014) 3, S.69-81 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Disabilities; Access to Education; Accessibility (for Disabled); Inclusion; Comparative Analysis; Case Studies; Attitudes toward Disabilities; Poverty; Student Centered Curriculum; Teacher Education; Teacher Improvement; Special Needs Students; Needs Assessment; Focus Groups; Classroom Observation Techniques; Interviews; Content Analysis; Position Papers; Teacher Attitudes; Administrator Attitudes; Public Opinion; Educational Quality; Delivery Systems; Cultural Influences; Social Influences; Elementary Secondary Education; Foreign Countries; Senegal (Dakar) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; Inklusion; Case study; Fallstudie; Case Study; Armut; Lehrerausbildung; Lehrerbildung; Sonderpädagogischer Förderbedarf; Bedarfsermittlung; Interviewing; Interviewtechnik; Inhaltsanalyse; Positionspapier; Lehrerverhalten; Öffentliche Meinung; Quality of education; Bildungsqualität; Auslieferung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ausland
Abstract	Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10