Scoping the barriers to implementing policies for inclusive education in Rwanda
An occupational therapy opportunity
Bibliographic Data
| ID | 12577899 |
|---|---|
| Authors | Lauren Talley (University of Alberta, corresponding author), E Sharon Brintnell (University of Alberta) |
| Year | 2015 |
| Volume | 20 |
| Issue | 4 |
| Pages | 364-382 |
| Publication date | 2015-09-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2015.1081634 |
| OpenAlex | W2225630903 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Introduction: Education is a fundamental right for all children, including those with disability [UN (United Nations). 2013 UN (United Nations). 2013. General Assembly, 68th Session. The Way Forward: A Disability-Inclusive Developmental Agenda Towards 2015 and Beyond: Report of the Secretary-General (A/68/95). June 14. (Masthead). (2012 Readex microfiche). [Google Scholar]. General Assembly, 68th Session. The Way Forward: A Disability-Inclusive Developmental Agenda Towards 2015 and Beyond: Report of the Secretary-General (A/68/95). June 14. (Masthead). (2012 Readex microfiche).]. Rwanda has numerous policies for inclusive education but has not been successful in implementing these standards nationally. A multisectoral approach, including interdisciplinary liaisons, is cited to achieve inclusive education. Occupational therapy services recently introduced in Rwanda contribute to reducing obstacles and facilitating the transition of children with disabilities into mainstream classrooms. Overcoming the barriers to inclusive education requires first identifying them before solutions are postulated. Objectives: This research maps the literature to demystify the barriers to implementing national policies for inclusive education. Methods: A scoping approach guided by the Arksey and O'Malley [2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8: 19–32] five-stage methodological framework was employed. Results: Seven themes emerged that impede the adoption of inclusive education: financial constraints, physical barriers, insufficient teacher training, cultural attitudes and discrimination, over-reliance on foreign aid, inadequate policies and legislation and ignoring cultural context in policies. Future research: Using a multisectoral approach with occupational therapists, a strategic demonstration project is recommended to: (a) re-operationalise policies, (b) prepare the environment and community, (c) train teachers, and (d) evaluate outcomes. The findings have the potential to assist other regions in identifying challenges to, and adopting, inclusive education in the future
Business · Context (archaeology · Geography · Inclusion (mineral · Legislation · Mainstream · Mainstreaming · Medical education · Pedagogy · Political science · Public relations · Session (web analytics · Social science · Sociology · Special education · Cerebral Palsy and Movement Disorders · Family and Disability Support Research · Law · Medicine · Occupational Therapy Practice and Research · Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |