Including students with disabilities in Education for All: lessons from Ethiopia

Franck, Brittany; Joshi, Devin K.

doi:10.1080/13603116.2016.1197320

Cited by 50 publications

(41 citation statements)

References 25 publications

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“…At the microsystemic level, we found that children with IDD benefitted from peer relations and received support with classroom assignments and travelling to and from school. This finding is consistent with previous studies that have established peer support as beneficial to the academic achievements and social and emotional well-being of children with disabilities (Carter et al 2005; Franck & Joshi 2017). Specifically, these studies found that educating children with disabilities in inclusive schools provided the opportunity for them to interact and partner with their peers without disabilities on classroom assignments and in travelling to and from school, which also contributed to improving their academic and social interactional skills.…”

Section: Discussionsupporting

confidence: 93%

“…teachers, parents and government officials) have predominated research on inclusion in low- and middle-income countries (i.e. Franck & Joshi 2017; Galovic, Brojcin & Glumbic 2014). Studies in high-income countries that utilised children’s voices in inclusive settings have found that children with disabilities experience challenges including marginalisation (i.e.…”

Section: Introductionmentioning

confidence: 99%

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The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019

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Background: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants.Objectives: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana.Method: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged.Results: Children’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning.Conclusion: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019

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“…Their findings encourage countries with more resources to consider developing inclusive practices through community engagement and collective approaches research to be used as ways to move closer to developing a more inclusive education system and accessible society. This work also builds on and connects to other inclusive education work in African contexts including Chitiyo et al (2017), Franck and Joshi (2017), Hui et al (2017), McConkey (2014, Oswald and Swart (2011), Polat (2011), and Tesemma (2011.…”

Section: International Inclusive Educationmentioning

confidence: 79%

Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya

Elder

Kuja

2018

International Journal of Inclusive Education

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This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This expansion of teacher training on inclusive education and critical disability studies promoted sustained schooland community-based discussions on inclusive education and sensitisation on issues related to disability. These practices also led to the development of inclusion committees, co-teaching practices, and stimulated the partial dissolution of the physical boundaries and categorical distinctions between 'primary' and 'special' schools. In conjunction, all of these factors ultimately led to an increase in the number of students with disabilities accessing any form of education for the first time. Furthermore, such approaches to the development and small-scale expansion of a sustainable inclusive education system led to the Kenyan government's consideration of the replication of such practices on a national scale. As a result of this work in conjunction with a growing inclusive network of governmental and non-governmental organisations, a national review on special education policy is underway. ARTICLE HISTORY

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“…A Qualitative Comparative Analysis (QCA) is a suitable option to map these possible pathways and interpret their meanings in light of existing literature for several reasons. Firstly, IE is de ned as an outcome that is contingent on the combinations of different factors [4,5,18], which is a requirement for the usage of QCA [19]. Secondly, QCA formalizes and systematizes case comparison.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education in the European Union: A Fuzzy-Set Qualitative Comparative Analysis of Education Policy for Autism

Kessel

Hrzic

Cassidy

et al. 2020

Preprint

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Background: Children with special education needs (SEN), such as autistic children, benefit from being included in education along with typical peers. However, development and implementation of inclusive education (IE) is considered difficult. This paper identifies conditions that facilitate IE development for autistic children in the European Union and benchmarks to track IE policy development. Methods: Education policy data from thirty legislative regions in the European Union were analyzed through a qualitative comparative analysis using eight conditions: a definition of SEN, the right to education for children with SEN, support for teaching staff, support services for children with SEN, individualized learning outcomes, parental involvement, and mixed mainstream classes.Results: The right to education for children with SEN is implemented in all regions under study. Seven of the examined conditions were associated with an environment of IE in the European Union from an autism perspective: an established definition of SEN, support for teaching staff, general availability of support services for children with SEN, individualized learning outcomes, parental involvement, IE policies, and mixed mainstream classrooms. Mixed classrooms and support services for children with SEN were identified as necessary for IE. IE policies and support for teaching staff were present in all scenarios that facilitated IE. Even though the analysis was initially focused on autism, the policies consisted predominantly of general SEN policies. As such, the results can be interpreted in a wider context, beyond autism.Conclusion: Mixed mainstream classrooms and support services for children with special needs were found essential for consistent IE development. Support for teaching staff and IE policies facilitate IE and should be further explored and implemented.

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Including students with disabilities in Education for All: lessons from Ethiopia

Cited by 50 publications

References 25 publications

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya

Inclusive Education in the European Union: A Fuzzy-Set Qualitative Comparative Analysis of Education Policy for Autism

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