このエントリーをはてなブックマークに追加
ID 44846
本文ファイル
著者
Ishida, Yoko 教育開発国際協力研究センター 広大研究者総覧
Maluwa-Banda, Dixie
Moyo, Anderson Chikumbutso
Mgogo, Chisomo
NDC
教育
抄録(英)
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.
内容記述
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.
掲載誌名
国際教育協力論集
19巻
2号
開始ページ
19
終了ページ
33
出版年月日
2017-10-31
出版者
広島大学教育開発国際協力研究センター
ISSN
1344-2996
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2017 広島大学教育開発国際協力研究センター
部局名
教育開発国際協力研究センター
他の一覧