Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools

Autor/inn/en	Lynch, Paul; McCall, Steve; Douglas, Graeme; McLinden, Mike; Mogesa, Bernard; Mwaura, Martha; Muga, John; Njoroge, Michael
Titel	Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools
Quelle	In: International Journal of Educational Development, 31 (2011) 5, S.478-488 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.08.006
Schlagwörter	Foreign Countries; Visual Impairments; Action Research; Educational Practices; Inclusion; Participatory Research; Special Education; Special Needs Students; Teacher Researchers; Barriers; Developing Nations; Educational Development; Educational Policy; Access to Education; Itinerant Teachers; Special Education Teachers; Kenya; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Visual handicap; Sehbehinderung; Projektforschung; Bildungspraxis; Inklusion; Forschungstätigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Lehrerforschung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Mobile Lehrerreserve; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Kenia; Großbritannien
Abstract	This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10