Going to school for the first time
Inclusion committee members increasing the number of students with disabilities in primary schools in Kenya
Datos Bibliográficos
| ID | 12577902 |
|---|---|
| Autores | Brent C Elder (0000-0003-2638-6143, Rowan University, autor de correspondencia), Bernard Kuja (Great Lakes University of Kisumu, Kisumu, Kenya) |
| Año | 2018 |
| Volumen | 23 |
| Número | 3 |
| Páginas | 261-279 |
| Fecha de publicación | 2018-01-30 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Inclusive Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1432082 |
| OpenAlex | W2789453627 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 39 |
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 school- and 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
Economic growth · Geography · Government (linguistics · Inclusion (mineral · Kenya · Mainstreaming · Pedagogy · Political science · Scale (ratio · Social science · Sociology · Special education · Work (physics · Collaborative Teaching and Inclusion · Disability Education and Employment · Engineering · Family and Disability Support Research
Conversations from the field
Infusing Education-Focused Qualitative Research into Disability-Inclusive Development
To what extent is the schooling system willing to change to include disabled children
Interlocuções Entre a Decolonialidade E a Formação De Professores
Tracing the lineage of international inclusive education practices in Kenya
Pedagogical interactions between co-teachers and primary school students during co-teaching in Chilean classrooms
Tribal secrets
Nothing About Us Without UsDisability Oppression and Empowerment
Tools of Exclusion
Indigenous Knowledges in Education
Educating Unruly Bodies
Co-Teaching
Grounded Theory in Ethnography
The Wretched of the Earth
Special education professional development needs in Zimbabwe
The attitudes of teachers towards inclusive education in Vojvodina
From attitudes to practice
Including students with disabilities in Education for All
Teaching in inclusive classrooms
Gendered experiences of inclusive education for children with disabilities in West and East Africa
Decolonising Eurocentric disability studies
Inclusion in education
Community-Based Participatory Research
Red on Red
The “Crisis of Pity” and the Radicalization of Solidarity
Talking Back
Naturalistic inquiry
Qualitative inquiry and research design
The Stories We Choose to Tell
Determining Validity in Qualitative Inquiry
Disability and colonialism
Decolonizing Methodologies
Indigenous Studies in the Elementary Curriculum
Crossing Methodological Borders
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2020 - 2026 (7) |
| Altamente citado | No |