Dependency on Australian aid and the introduction of inclusive education initiatives in Kiribati

Yates, Rodney

doi:10.1002/app5.296

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…However, the existing research on international education cooperation frequently overlooks the examination of the education systems of donor and recipient countries. Instead, it solely focuses on evaluating the effectiveness of international cooperation policies (Chung & Park, 2013;Lei & Myers, 2011;Yates, 2020). To gain a more holistic understanding, considering the nuances of inclusive education within individual donor and recipient countries, including perspectives and approaches toward international cooperation, is imperative.…”

Section: Introductionmentioning

confidence: 99%

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

Cho,

Park

2024

Asia Pacific Educ. Rev.

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This study explores the influence of educational ideologies and practices of donor countries on the educational systems in recipient countries in the context of international cooperation. Previous research on international education cooperation has focused on international cooperation policies, ignoring the educational systems of both donor and recipient countries. This study seeks to fill this gap by examining how Japan’s dualistic model of inclusive education is reflected in the Strengthening Teachers’ Ability and Reasonable Treatments for Children with Disabilities (START) project in Mongolia. This study reviews the literature on inclusive education in Japan and Mongolia, and analyzes documents produced through the project. It finds that despite some instances of inclusive practices in Japanese schools, special needs education in Japan is still predicated on individualized and medicalized approaches to disabilities. Conversely, Mongolia has struggled to provide children with disabilities with accessible and quality schooling since its transition from a socialist to a capitalist regime in the early 1990s. The START project aims to identify children’s disabilities as early as possible, provide individualized support and guidance, and develop educational settings that allow the inclusion of children with disabilities in their peer groups. In implementing the project, Japanese-style inclusive education is negotiated between Mongolian teachers and officials rather than imposed by Japanese experts. By embracing the dualistic nature of Japanese inclusive education, Mongolia can better promote the ideal of inclusion for all children.

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Section: Introductionmentioning

confidence: 99%

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

Cho,

Park

2024

Asia Pacific Educ. Rev.

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“…A review of the literature revealed a growing body of publications on the implementation of inclusive education (IE) in the Pacific Islands. [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] The major themes emerging from these studies include the need for reconceptualising IE to develop culturally and contextually informed policies, the importance of school leadership for the successful implementation of IE and generally raising awareness and advocacy for people living with disabilities. In contrast, there is very little in the audiology literature from low-and middleincome countries (LMICs) on the knowledge and attitudes of key stakeholders towards IE for students with hearing impairment.…”

Section: Introductionmentioning

confidence: 99%

Knowledge and attitudes of school principals towards childhood hearing loss and hearing services: A cross-sectional survey to support the implementation of inclusive education in Samoa

Kaspar,

Afutiti-Pemila,

Driscoll

et al. 2023

SAGE Open Medicine

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Objectives: To assess the knowledge and attitudes among school principals towards childhood hearing loss and hearing services to support the implementation of inclusive education in Samoa. Educators are uniquely positioned to advocate for inclusive education in their classrooms, and may be among the first professionals to suspect hearing loss in their young students. Given the well-known impacts of childhood hearing loss on learning and development, educators therefore play a vital role in referring students for an ear and hearing health assessment. Methods: A cross-sectional convenience sampling design and bilingual questionnaire were used (English/Samoan). School principals attending the annual conference for educators of Samoa over 4 days in June 2022 were invited to anonymously complete a 23-item questionnaire on childhood hearing loss and hearing services. Participants were required to respond to each statement with either ‘yes’, ‘no’ or ‘unsure’. The questionnaire investigated general knowledge of healthy hearing and hearing loss, knowledge of causes and risk factors of hearing loss, knowledge of identification and intervention for hearing loss and the attitudes towards students with hearing loss. Results: 95.4% of the 109 participants agreed that healthy hearing is important, and 97.2% felt that childhood hearing loss is an important problem in Samoa. Participants agreed that hearing loss adversely impacts the interaction with peers (95.4%), listening in the classroom (94.5%), speech and language development (93.6%), classroom behaviour (88.1%) and reading skills (85.3%). 97.2% of participants felt that students with hearing loss should have the same opportunities as their normal-hearing counterparts, and 92.7% would include students with hearing loss in their classroom. 94.5% were keen to learn more about childhood hearing loss. There were no significant differences in response proportions between variable subgroups. Conclusion: Overall, the results displayed high levels of knowledge and very positive attitudes among school principals in Samoa towards their students with hearing loss.

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“…According to researchers, it is a well-established fact that there are impaired students in higher education, hence it is necessary to update the instructional strategies and resources [2]. However, according to recent studies, some governments continue to oppose the inclusion of disabled students [3]. These oppositions are primarily caused by historical reluctance to involve in familiar concerns and decisions, a lack of funding for anything other than the most basic educational needs, and a continued refusal to acknowledge the advantages of educating students with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Intelligent Learning Management System Framework

Sotto-Mayor Machado,

Santos

2023

Int. J. Autom. Smart

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The article finds context and the current state of the art in a systematic literature review on intelligent systems employing PRISMA Methodology which is complemented with narrative literature review on disabilities, digital accessibility and legal and standards context. The main conclusion from this review was the existing gap between the available knowledge, standards, and law and what is put into practice in higher education institutions in Portugal. Design Science Research Methodology was applied to output an Inclusive Intelligent Learning Management System Framework aiming to help higher education professors to share accessible pedagogic content and deliver on-line and presential classes with a high level of accessibility for students with different types of disabilities, assessing the uploaded content with Web content Accessibility Guidelines 3.0, clustering students according to their profile, conscient feedback and emotional assessment during content consumption, applying predictive models and signaling students at risk of failing classes according to study habits and finally applying a recommender system. The framework was validated by a focus group to which experts in digital accessibility, information systems and a disabled PhD graduate.

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Dependency on Australian aid and the introduction of inclusive education initiatives in Kiribati

Abstract: This study examines dependency

Cited by 4 publications

References 10 publications

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

Knowledge and attitudes of school principals towards childhood hearing loss and hearing services: A cross-sectional survey to support the implementation of inclusive education in Samoa

Inclusive Intelligent Learning Management System Framework

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