Literaturnachweis - Detailanzeige
| Autor/in | Blanks, Brooke |
|---|---|
| Titel | Culturally Responsive Professional Development for Inclusive Education in Rural Malawi |
| Quelle | In: Journal of the International Association of Special Education, 15 (2014) 2, S.4-10 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1555-6913 |
| Schlagwörter | Foreign Countries; Rural Schools; Inclusion; Disabilities; Access to Education; Regular and Special Education Relationship; Poverty; Faculty Development; Elementary Education; Teacher Education Programs; Teacher Competencies; Educational Resources; Malawi |
| Abstract | Malawi is one of the poorest countries in the world (World Bank, 2014). Yet, our experiences working with rural schools suggest that the Malawi education system may be far ahead of many developed nations, including the United States, in terms of their practical and philosophical commitment to inclusive education for all children, including children with disabilities. Universal free primary school education is a poverty reduction strategy for Malawi that began in the early 1990s. Many of the teacher trainees are experienced, but untrained (Coultas & Lewin, 2002). Teacher preparation in special education is relatively new and not yet widely available in Malawi. This paper describes the author's experiences of her initial explorations of professional development to support inclusive education in rural Malawi in collaboration with a local nongovernmental organization, The Landirani Trust. (As Provided). |
| Anmerkungen | International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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