Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity

Talley, Lauren; Brintnell, E. Sharon

doi:10.1080/13603116.2015.1081634

Cited by 7 publications

(5 citation statements)

References 37 publications

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“…In support of this work, a publication by Byaruhanga and Kuteesa [ 24 ] stated that the National Council for Persons with Disabilities (NCPD) implemented a special needs policy in collaboration with the Ministry of Education. Additionally, Talley and Brintell [ 25 ] found that the Ministry of Education outlined standards to improve school setting conditions and Karangwa, Miles, and Lewis [ 22 ] identified governmental actions taken in the educational system to protect and assist children with disabilities at school. This strategic plan included “increasing public awareness about special education needs and disability, facilitating barrier-free learning environments, and supporting appropriate teacher development programmes.” Karangwa, Miles, and Lewis also found that teachers were aware of the benefits of including children with disabilities in schools.…”

Section: Resultsmentioning

confidence: 99%

“…Education, discriminatory attitudes, and communication barriers for the deaf and blind were also found to impede education [ 22 ]. The results of the scoping study carried out by Talley and Brintell [ 25 ] indicated that children with disabilities may be overlooked as a priority in the education agenda because of a lack of staff and no budget allocation for inclusive education. They argued that little more than policy-making has been achieved overall.…”

Section: Resultsmentioning

confidence: 99%

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Realization of the rights of persons with disabilities in Rwanda

2018

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This scoping study assessed the realization of the rights for persons with disabilities in Rwanda since the signing of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) in 2008. Underpinned by the five-stage framework of Arksey and O’Malley, the scoping study examined peer-reviewed literature published between 2008 and 2017. Nine electronic databases were searched using keywords specific to disability in Rwanda. Data were charted by three reviewers according to pre-determined and emergent categories. Descriptive statistics were used to describe the data sources. A total of 60 scholarly articles met the inclusion criteria. Within the research, studies pertaining to the UN CRPD Articles of health, awareness raising, accessibility, and children with disabilities were the most published. The literature identified a movement towards the realization of the rights for persons with disabilities in Rwanda since the country signed the UN CRPD. Despite efforts to meet these rights, discrimination against persons with disabilities still exists and greater investment in the disability sector is needed, particularly for justice, social protection, and mental health services. Given the state of the evidence, concerning research gaps also exist in regards to deinstitutionalization and protection issues (i.e., violence and abuse). This consolidation of evidence may help to inform the decision-making priorities for government and civil society organizations in policy and programming and also direct future research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Realization of the rights of persons with disabilities in Rwanda

2018

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“…The classroom activities may also be impacted by the integration of the students as they are aware of the consequence, which may emerge as a result of integration, in terms of curriculum, class size as well as its arrangement. Talley and Brintnell (2016) pinpointed that this integration may also impact the learning of normal students.…”

Section: Discussionmentioning

confidence: 99%

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Khusheim¹

2021

JEL

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Social integration of special need students is viewed as a necessary phenomenon for the skills’ development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.

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“…Our findings indicate the tremendous barriers people face to engage in meaningful occupations; hence, African occupational therapists can be involved in developing broader national policies to reduce such barriers, whether it be policies supporting persons with disabilities to work 97 or for extended maternity leave for working mothers 29 . Talley and Brintnell 98 reviewed the barriers to successful implementation of policies for inclusive education for children with disabilities in Rwanda, and the opportunities for occupational therapists to play a role. They found inadequate clarity and enforcement of inclusive education policy as well as limited consideration of cultural context within policies (i.e., focusing on Western-based models), hence they suggest that occupational therapists are well positioned to implement change and should collaborate with government and key community stakeholders to re-operationalise policy and legislation.…”

Section: The Role Of Occupational Therapy In Africa Related To Policymentioning

confidence: 99%

The role of Occupational Therapy in Africa: A scoping review

Vuuren¹,

Okyere²,

Aldersey³

2021

S. Afr. j. occup. ther.

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Objective: This scoping review explores the role of occupational therapy in African countries including major practice areas, specific activities within practice areas, and potential considerations unique to the African context. Method: Two authors independently reviewed articles from online database searches and manual searches of reference lists and specific Occupational Therapy journals using a combination of keywords related to 'Occupational Therapy', 'Africa', and 'role'. Articles were included based on pre-determined eligibility criteria (i.e., peer-reviewed, English articles that describe occupational therapists' tasks/ activities) and discussion to reach consensus. The authors charted data through content analysis of the articles based on the review's objectives prior to drawing out common themes relevant to the African context. Results: Thirty-two articles were included covering twelve African countries, though predominantly focused on South Africa. Findings demonstrate that, despite having tasks specific to practice areas, the overarching role of occupational therapy is facilitating engagement in meaningful occupation. Additionally, the findings highlight a vital role for African therapists in community-based services and the need to consider the unique cultural context in practice. Conclusion: Congruent with universal occupational therapy principles, Occupational Therapy in Africa aims to facilitate engagement in meaningful occupation, but therapists should consider their unique cultural context to ensure meaningful and sustainable outcomes whilst maintaining a valuable universal identity.

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Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity

Cited by 7 publications

References 37 publications

Realization of the rights of persons with disabilities in Rwanda

Realization of the rights of persons with disabilities in Rwanda

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

The role of Occupational Therapy in Africa: A scoping review

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