From Special Schools to Inclusive Education: The Way forward for Developing Countries South of the Sahara

Autor/in	Charema, John
Titel	From Special Schools to Inclusive Education: The Way forward for Developing Countries South of the Sahara
Quelle	In: Journal of the International Association of Special Education, 8 (2007) 1, S.88-97 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Special Schools; Inclusive Schools; Social Discrimination; Disadvantaged; Disabilities; Rural Areas; Developing Nations; Access to Information; Foreign Countries; Educational Change; Special Needs Students; Economic Factors; Educational Research; Educational Facilities; Instructional Materials; Teacher Education; Educational Policy; Educational Legislation; Educational Finance; Community Services; Educational Needs; Africa + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Inclusive school; Integrative Schule; Soziale Benachteiligung; Soziale Schließung; Handicap; Behinderung; Rural area; Ländlicher Raum; Developing country; Developing countries; Entwicklungsland; Ausland; Bildungsreform; Sonderpädagogischer Förderbedarf; Ökonomischer Faktor; Bildungsforschung; Pädagogische Forschung; Bildungsstätte; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bildungsfonds; Gemeindenahe Versorgung; Educational need; Bildungsbedarf; Afrika
Abstract	Persons with disabilities, especially children and the young continue to be the most disadvantaged groups in all societies (Hegarty & Alur, 2002). They manifest a number of limitations and are subjected to social discrimination, impoverished educational experiences and above all, very limited work opportunities. In developing countries, where unemployment and under-employment is high, and resources are scarce, the scope of preventing or curing, either partially or fully, and educating, training and rehabilitating the disabled is limited. This is even worse in rural areas. It is ironic that although research [United Nations Educational, Scientific, and Cultural Organization, (UNESCO) 1996] indicates that 87% of the disabled population, in developing countries, lives in rural areas, almost all the education and training institutions for people with disabilities are located in urban areas. This paper is concerned with the challenges that developing countries face in implementing Inclusive Education. These challenges include, lack of relevant research information, inadequate support services, lack of appropriate facilities and materials, inadequate training programs and ineffective policies and legislation. Considering financial constraints and political instability experienced in most developing countries, "practical" suggestions are given. These include, establishment of village or rural resource and research centers, mobile units and community-based support systems. (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	2017/4/10