Including Students with Disabilities in Education for All: Lessons from Ethiopia

Autor/inn/en	Franck, Brittany; Joshi, Devin K.
Titel	Including Students with Disabilities in Education for All: Lessons from Ethiopia
Quelle	In: International Journal of Inclusive Education, 21 (2017) 4, S.347-360 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1197320
Schlagwörter	Inclusion; Disabilities; Instructional Materials; Educational Resources; Special Education; Foreign Countries; Case Studies; Sustainable Development; Rural Schools; Urban Schools; Access to Education; Participant Observation; Focus Groups; Mainstreaming; Teacher Attitudes; Administrator Attitudes; Educational Needs; Teacher Education; Educational Opportunities; Qualitative Research; Semi Structured Interviews; Ethiopia + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsmittel; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Case study; Fallstudie; Case Study; Nachhaltige Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Education; Access; Bildung; Zugang; Bildungszugang; Teilnehmende Beobachtung; Lehrerverhalten; Educational need; Bildungsbedarf; Lehrerausbildung; Lehrerbildung; Bildungsangebot; Bildungschance; Qualitative Forschung; Äthiopien
Abstract	This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into 'normal' schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01