Literaturnachweis - Detailanzeige
Autor/inn/en | Carrington, Suzanne; Pillay, Hitendra; Tones, Megan; Nickerson, Julie; Duke, Jennifer; Esibaea, Benedict; Malefoasi, Ambrose; Fa'asala, Casper Joseph |
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Titel | A Case Study of Culturally Informed Disability-Inclusive Education Policy Development in the Solomon Islands |
Quelle | In: International Journal of Inclusive Education, 21 (2017) 5, S.495-506 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2016.1218952 |
Schlagwörter | Foreign Countries; Case Studies; Disabilities; Inclusion; Educational Policy; Policy Formation; Developing Nations; Stakeholders; Public Policy; Culturally Relevant Education; Workshops; Solomon Islands |
Abstract | Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country--the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |