Contributions and Constraints to the Implementation of Inclusive Education in Lesotho

Autor/inn/en	Johnstone, Christopher J.; Chapman, David W.
Titel	Contributions and Constraints to the Implementation of Inclusive Education in Lesotho
Quelle	In: International Journal of Disability, Development and Education, 56 (2009) 2, S.131-148 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Inclusive Schools; Teacher Competencies; Disabilities; Educational Change; Foreign Countries; Teaching Methods; Government Role; Developing Nations; Special Education; Mainstreaming; Educational Policy; Case Studies; Knowledge Base for Teaching; Teacher Attitudes; Special Needs Students; Attitudes toward Disabilities; Lesotho + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Lehrkunst; Handicap; Behinderung; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Developing country; Developing countries; Entwicklungsland; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Sonderpädagogischer Förderbedarf
Abstract	This article reports on a study that investigated the extent to which central ministry policy initiatives result in large-scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi-method approach to yield a large data-set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10