Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Hayes, Anne; Bulat, Jennae

doi:10.3768/rtipress.2017.op.0043.1707

Cited by 124 publications

(100 citation statements)

References 30 publications

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“…It seems Kenya situation replicate Middle East, North African (MENA), Egypt and Jordan where awareness is low making few people to know about educating disable children. Bulat, (2017);Anthony, (2009);Ibrahim, (2013);Alothman, (2014);and Villenas, (2014) and reports from WB, (2015); and UNESCO, (2015) however, claim the same situation is observed most African counties. Hogwood, B.W.…”

Section: Awarenessmentioning

confidence: 87%

“…In Middle East and North African (MENA) countries public policies have not so far promoted conducive environment for disabled people despite EFA declaration and CRPD, 2006 adoption. In MENA over 95% of disabled learners were excluded from participating in all levels (Bulat, 2017;and WB, 2015). In Tunisia however, conditions are different given the fact that the government policy as per tenth development plan (2002)(2003)(2004)(2005)(2006) emphasized on supporting inclusive education for disable learners by providing needed resource.…”

Section: Development Of Disability Policies On Access To Educationmentioning

confidence: 99%

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Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

Owuor¹

2018

JPAG

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Access to education denotes approaches which policies and institutions offering education ensures student have equal chances to acquire knowledge and skills to the maximum without compromising one"s status socially, economically or physically. Well thought policy implementation strategies can assist this, as such the study borrowed heavily from policy implementation theories. Also, the study was based on interpretative epistemic paradigm and focused on policy context and its influence on access to education by engaging experiences of principals, teachers, parents, education officers and learners living with disability in Kenya, The following objectives directed the research; to explore policy context of students living with disability; to analyze factors influencing policy implementation for access to education among student living with disability; and to recommend strategies for improving access to education for learners living with disability. Data was collected in 3 schools within 2 countries. 3 Principals, 2 parents, 2 education officers, 3 disable learners and 18 teachers formed 3 different focus groups. Both convenience and purposive sampling technique were used to identify the respondent. The study adopted individual as unit of analysis, it applied context analysis, daily dairy recording, semi structured interview and focus group interviews to collect the data. The findings from data analysis shows decision making, awareness, cultural beliefs, Curriculum, Environmental Physical Infrastructural facilities, Teachers Role, Stakeholders/ Government Levels of Authority and Parental support as major factors influencing policy implementation for learners living with disability. The study came up with following policy recommendations.; policy on strategy for decision making in a special school be setup, and policy on research on disability befitting curriculum, facilities, and environmental infrastructural need to be considered among others.

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Section: Awarenessmentioning

confidence: 87%

Section: Development Of Disability Policies On Access To Educationmentioning

confidence: 99%

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

Owuor¹

2018

JPAG

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“…This phased approach can be implemented over time at a pace that is manageable within the resources available to an education system. Systems that are struggling to find or reallocate resources can focus on implementing low-cost vision and hearing screening in schools, while systems that have more resources or are farther in their journey to inclusive education and have already addressed vision-and hearing-related disabilities can explore how to screen for other types of disabilities and strengthen referral and support systems for students who are struggling to learn (see, for example, Hayes & Bulat, 2017).…”

Section: Identifying Students With Disabilities Within a School-basedmentioning

confidence: 99%

Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems

Hayes¹,

Elder²,

Bulat

2020

Self Cite

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“…The model also calls on schools to modify all the structural challenges so as to promote access and participation for learners with disabilities and this positively impacts their academic and social achievement (RoK, 2018). The transformation of an organization means creating a friendly and unprejudiced environment to give equal opportunities to all learners, regardless of their differences (Haegele and Hodge, 2016;Terzi, 2014). Changing conflicting perceptions towards disability decreases marginalization in all aspects of school life (Rees, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Structural modification challenges facing the implementation of inclusive education policy in public secondary schools in Tharaka-Nithi County

Ireri¹,

Kingâ€TMendo²,

Wangila³

et al. 2020

Int. J. Educ. Admin. Pol. Stud.

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Educational policy guidelines mandate that all learning institutions, adopt, design and embrace programs that are conducive to learners with disabilities. In spite of inclusive education policy guidelines, disability remains a major course of discrimination in Kenyan schools. This study therefore, examined the structural modification challenges on the implementation of inclusive education policy in schools. The study adopted mixed-method research approach, which uses both qualitative and quantitative methods. The target population comprised all the principals, teachers and students in Tharaka-Nithi County. The study employed purposive sampling to select 16 extra-county and county secondary schools. The sample size constituted 161 respondents. The data were collected using questionnaires for 100 class teachers, teaching learners with disabilities, an interview guide for 11 learners with physical disabilities to discuss their personal experiences on structural modification challenges and focus groups discussions for 50 non-disabled students learning in the same classrooms with learners with disabilities. Quantitative data were analyzed by descriptive statistics of frequency counts and percentages while qualitative data were analyzed thematically. The research findings established lack of modified physical resources, poor attitude towards inclusive education policy, poverty among parents of children with disabilities, and lack of teachers' skills on Special Needs Education (SNE) were major challenges facing the implementation of inclusive education in public secondary schools. There are other structural modification challenges not in the scope of this study that could be affecting implementation of inclusive education policy and can be tackled at school level. The study established a clear link between structural modification challenges and weak policy guidelines. Therefore, the study concluded that weak inclusive education policy guidelines on structural modification in schools led to lack of modified physical resources, poor attitudes of key stakeholders, poverty and lack of teachers' skills on SNE, which contributed to poor implementation of inclusive education. Thus, a clear inclusive education policy guideline on structural modification is necessary to enable schools provide a learner-friendly environment, that nurtures learner diversity.

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Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Cited by 124 publications

References 30 publications

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems

Structural modification challenges facing the implementation of inclusive education policy in public secondary schools in Tharaka-Nithi County

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