UNICEF: a model for disability-inclusive policy and strategy

Berman-Bieler, Rosangela; Petroni, Suzanne; Abdi, Omar; Wijesekera, Sanjay

doi:10.1016/s2352-4642(22)00255-3

Cited by 3 publications

(3 citation statements)

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“…The implementation of inclusive education in private pre-primary schools is therefore based on the consensus that all learners, regardless of their disability or special need, should access education together with their counterparts without disabilities 27]. According to Berman-Bieler [28] every child deserves an education no matter who, where, and what. Among the strategies that are used to allow children with disabilities to access, education includes therefore inclusive education.…”

Section: Malawi Contextmentioning

confidence: 99%

“…This creates a huge gap among the implementers and therefore leads to most private pre-schools following activities that seem relevant and easy to implement the school. The lack of monitoring by the government therefore leaves a huge gap in the education policy implementation in private preschools that negatively affects the implementation of inclusive education strategy and the implementation of education in general [28].…”

Section: Policy Implementationmentioning

confidence: 99%

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Inclusive Education in Private Pre-Primary Schools in Lilongwe Urban City, Malawi: A Case Study

Banda

2023

AJESS

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The focus of this article is to examine the implementation of inclusive education in private pre-schools in the urban setting of Lilongwe city in Malawi. Both qualitative and quantitative approaches were used to explore the implementation of inclusive education based on Bronfenbrenner’s social ecological theory. In-depth, interviews and an observation checklist were used to collect data from a purposively selected sample of 31 selected schools. Quantitative and qualitative data were collected using a 5-point Likert scale questionnaire from a sample of 25 private preschool teachers, and 6 educational administrators from 31 selected schools. Among the results of the study, include that most private pre-schools do not understand the need for implementation of inclusive education and therefore do not implement inclusive education in the schools at all. Very few schools include students with special needs in their schools denying some learners who have disabilities a chance to access education. Coupled with a lack of a consistence, and harmonized curriculum, several private pre-schools do not take the initiative to include special needs interventions in their schools. Further, most schools have no suitable infrastructure to enable the implementation of students with special needs in their school environments. Most current pre-primary schools do not have specially designed learning structures but rather use residential homes that have now been turned into schools. While private schools are meant to complement the government's efforts and contribute toward the goals of education in Malawi, most private schools have emphasized the business model, rendering schools to ignore some of the educational outcomes for the nation. Finally, but not least among the factors, another critical common characteristic among private pre-schools is the lack of clear application of policies in place to ensure the implementation of inclusive education. The study recommends that there is a need to step up efforts to be invest in both human and non-human resource in private preschools to ensure that inclusive education becomes a reality and that there is a propensity to contribute to the goals of education in Malawi. When properly implemented, Inclusive education has myriad benefits to the child and the nation at large. The responsibility to implement inclusive education rests in every bonafide citizen of a nation. It is the responsibility of everyone to ensure that the schools integrate inclusive education into their school activities.

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Section: Malawi Contextmentioning

confidence: 99%

Section: Policy Implementationmentioning

confidence: 99%

Inclusive Education in Private Pre-Primary Schools in Lilongwe Urban City, Malawi: A Case Study

Banda

2023

AJESS

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“…This reality requires the interventions of social workers in the care of disabled persons (Amadasun, 2020). Guided by models of care and social work approaches, UNICEF launched disability inclusion policy and strategy to create a framework for a fully inclusive world for children with disability (CWD) (Berman-Bieler, et al, 2023;Asamoah, et al, 2021). The focus has six targets to include full and meaningful participation of persons with disabilities; improvement of disability-inclusive services, programmes, and workplaces; access to assistive technology; access to comprehensive community care and support services disability-inclusive action in humanitarian, emergency, and fragile contexts; and prevention of stigma and discrimination.…”

Section: Introductionmentioning

confidence: 99%

Support Systems for children with disability in alternative care system in Ibadan Metropolis, Nigeria

Nwanze,

Azeez,

Salami

2024

jswds

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Nigeria maintains residential homes as a form of alternative care for children with disability (CWD) despite its reversal in developed nations. This cross-sectional study profiled the nature of care for CWDs in alternative residential homes (ARHs) in Ibadan, Nigeria. The study administered 131 copies of a standardized questionnaire to CWDs, while eight interviews were conducted among staff of residential homes and regulatory bodies. The male (54.2%) population dominated the homes. Satisfaction in healthcare services (61%) and in quality of feeding (73%) were reported, while 32% CWDs expressed willingness to leave the residential homes for reasons of inadequate support structures. There was no significant relationship between respondents’ duration of stay and the likelihood of recommending residential homes as the best model for supporting CWD (P<0.05). Residential homes provided in-group solidarity and basic survival needs for CWDs, but lacked formal mechanisms for reporting and responding to abuses. Social workers can play a pivotal role in public sensitization to challenge the placing of CWDs in deficient ARHs and can also be at the forefront of advocating for social welfare programmes for parents of CWDs to enable the children to grow within their natural family settings.

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