Title: | Role of resource centres in facilitating inclusive education: experience from Ethiopia |
Authors: | Šiška, Jan Yirgashewa, Abdi Beadle-Brown, Julie Záhořík, Jan |
Citation: | ŠIŠKA, J., YIRGASHEWA, A., BEADLE-BROWN, J., ZÁHOŘÍK, J. Role of resource centres in facilitating inclusive education: experience from Ethiopia. Disability & Society, 2019, č. Aug2019, s. nestránkováno. ISSN 0968-7599. |
Issue Date: | 2019 |
Publisher: | Taylor & Francis |
Document type: | článek article |
URI: | 2-s2.0-85071304127 http://hdl.handle.net/11025/36709 |
ISSN: | 0968-7599 |
Keywords in different language: | role;resource centres;facilitating;inclusive education;experience;Ethiopia |
Abstract: | This article focuses on access of students with disabilities to education in Ethiopia and, in particular, on the role of inclusive education resource centres (IERCs). A mixed-methods approach was used to collect both quantitative and qualitative data. The participants were school administrators, itinerant teachers, special educators, regular classroom teachers, and school directors. It was identified that a large number of students and teachers benefitted from the support provided by IERCs. The target schools are equipped with materials that support inclusive pedagogy. The awareness of parents and communities is gradually changing, except in some unreached communities. As a result, the number of students with disabilities enrolled is increasing. There were some barriers observed, such as assignment of itinerant teachers to a large number of satellite schools, high turnover of local government officials, and whether there was investment in the sustainability of IERCs and the positive outcomes observed. |
Rights: | Plný text není přístupný. © Taylor & Francis |
Appears in Collections: | Články / Articles (KBS) Články / Articles (KPG) OBD |
Files in This Item:
File | Size | Format | |
---|---|---|---|
Role of resource centres in facilitating inclusive education experience from Ethiopia.pdf | 1,49 MB | Adobe PDF | View/Open Request a copy |
Please use this identifier to cite or link to this item:
http://hdl.handle.net/11025/36709
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.