The challenge of enhancing inclusive education in developing countries

Abstract

This paper is concerned with enhancing inclusive education (IE) in developing countries (DCs). It is estimated that the majority of the world's population of people with disabilities live in DCs of Africa, Asia, Latin America, Caribbean and the Middle East, some 150 million of them being children, but less than 2% are receiving any form of rehabilitation service. Thus successful implementation of IE could increase the number of those with disabilities receiving educational and other services in DCs. Evidence, however, indicates that IE is not being satisfactorily implemented in most DCs. Factors such as the absence of support services, relevant materials, inadequate personnel training programmes, lack of funding structure and the absence of enabling legislation are the major problems of e ective implementation of IE in these countries. The implications for improvements in these areas to achieve meaningful implementation of IE in DCs are discussed.

Learner- and Teacher- Based Positive Factors Amidst Constraints in the Implementation of Inclusive Education in Malawi’s Secondary Schools

“…They take me to bath and to the classes and they help me move around." The finding corroborates Eleweke and Rodda's (2002) findings in the countries of the South where learners with disabilities appreciated the support from other learners.…”

“…Many still consider IE as an inappropriate strategy for learners with severe/profound disabilities (Evans & Lunt, 2002;Tutt, 2007). Lomofsky and Green (2001) and Eleweke and Rodda (2002) have found that the initial teacher training programme that did not incorporate issues of disability and IE was a major cause of failure to implement IE at classroom context in the countries of the South (economically developing countries). Furthermore, Praveena's (2008) study revealed that insufficient funding was one of the challenges impeding the progress of IE in South African secondary schools.…”

“…Such challenges include lack and inadequacy of special teaching and learning materials, trained teachers in special needs education, specialist teachers support, and irresponsive physical environment as well as infrastructure (Government of Malawi/United Nations International Children's Emergency Fund [UNICEF], 2012;Kamchedzera, 2010;Chavuta, 2006;Soko, 2006; UNESCO, 2006;Eleweke & Rodda, 2002). Such challenges impede, among other factors, the successful implementation of policy on IE.…”

Inclusive Education at the crossroads in Ashanti and BrongAhafo regions in Ghana: Target not achievable by 2015

“…It is therefore probable that the classroom teachers were not catering to the learning needs of such children in the general classrooms. Farrell (2000) and Eleweke and Rodda (2002) found that teachers in general schools favoured educating children with special needs in special schools rather than in general schools. According to the authors, most teachers in the general schools had no training in special education and had negative perceptions about the capabilities of children with special needs.…”

Initial Training Of Teachers For Inclusive Education In Chile

“…However, turning these ideas into practice has been a complex process that has faced barriers associated with politics, culture and educational practices of each country, especially in developing countries (Eleweke, & Rodda, 2002). One of the obstacles identified in this process highlights practices and training of teachers (Dart, 2006), where it has been established that teachers lack the necessary knowledge, attitude and skills to put into practice the policies that aim to promote inclusive education.…”