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ID 36164
本文ファイル
著者
Hayashi, Makiko
NDC
教育
抄録(英)
The Framework for Action on Special Needs Education was adopted at the World Conference on Special Needs Education held in Salamanca, Spain in 1994. This paper, fi rst questions the notion of inclusion based on diversity claiming whether all groups with special education needs are identified in developing countries as specified in the Salamanca Statement. And second, it continues to make arguments on the feasibility of implementing inclusive educational settings with due consideration of educational rights of children with disabilities in Cambodia, which is the critical point of discussion. The research methodology primarily consists of two methods. Firstly, comparative policy review analysis has been conducted at the international policy level using 77 EFA 2000 Assessment Reports and EFA National Plans of Action of 60 different countries from Asia and Africa. Secondly, qualitative fi eld research in Cambodia has been conducted, comprising of semi-structured interviews with all actors involved in the supply and demand sides of special needs education. This research has laid new insights providing various challenges on the right to education for children with special education needs. That is that at the international policy level and national local levels, identification of all special education needs are not included among developing countries in Africa and Asia. Moreover, the relevance of implementing inclusive educational settings for all groups with special education needs faces numerous constraints and obstacles which address new observations and judgments both at the academic and practical fi elds of special needs education, especially on the right and quality of education for children with disabilities.
掲載誌名
国際教育協力論集
16巻
2号
開始ページ
21
終了ページ
42
出版年月日
2014-04
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) 2014 CICE Hiroshima University
部局名
教育開発国際協力研究センター
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