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ID 44846
file
creator
Maluwa-Banda, Dixie
Moyo, Anderson Chikumbutso
Mgogo, Chisomo
NDC
Education
abstract
Most developed and developing countries have ratified the UN Convention on the Rights of Persons with Disabilities. The Ministry of Education, Science and Technology, Malawi, formulated the National Inclusive Education Strategy as a way of moving from the special education system to the newly introduced inclusive education system. A case study was conducted to understand how resource centers, which are the main instrument to promote inclusive education in Malawi, have been practicing the new policies. The results of the case study provide us with some implications of the importance of the support from a head teacher, teachers and community members for carrying out inclusive education activities effectively in a regular school. Data collected through observations, interviews, and questionnaires also showed that there are some good examples of practices produced by specialist teachers and children with disabilities; these informative practices need be shared and examined to develop a model for better interpretation and implementation of policies at the school level by linking top-down and bottom-up approaches.
description
This work was supported by the UNU-IAS (United Nations University – Institute for the Advanced Study of Sustainability) Grant for Global Sustainability (GGS) in FY2016.
journal title
Journal of international cooperation in education
volume
Volume 19
issue
Issue 2
start page
19
end page
33
date of issued
2017-10-31
publisher
広島大学教育開発国際協力研究センター
issn
1344-2996
ncid
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2017 広島大学教育開発国際協力研究センター
department
Center for the Study of International Cooperation in Education
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