Overview
- Gives a voice to the children, parents, and teachers involved
- Presents an important historical and culturally-sensitive analysis in the light of changes in special needs education
- Includes a discussion of the UN-Convention on the Rights of People with Disabilities in the context of inclusive education
Part of the book series: Inclusive Learning and Educational Equity (ILEE, volume 4)
Buy print copy
Tax calculation will be finalised at checkout
Table of contents (12 chapters)
-
Front Matter
Keywords
About this book
This book is open access under a CC BY 4.0 license.
This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and tr
ying to move toward educational equity.
Reviews
“This book's strengths include crucial historical grounding of important historical junctures and their implications for education, necessary given persistence and change in special education. This historical and culturally-sensitive analysis of Ethiopian education is multidimensional in providing findings based on interviews with and ethnographic observations of the schoolchildren, family members,teachers as well as other “experts”. In contrast to other studies that privilege elites and their views (and participation) in political decision-making processes, this work richly presents and analyses the diverse meanings of disability within the cultural context studied, namely a sample of schools in Addis Ababa.” (Justin J.W. Powell, University of Luxembourg, Luxembourg)
“The idea of “feeling like a family” and “sense of belonging” that pervades throughout the text is a strong point to note. So often the social and emotional needs of children with special needs are overlooked as they are grouped together in a homogenous category. It highlights the fact that there are many different needs to be met in order to create an inclusive environment for all children, including their sense of belonging. Support is crucial for both parents and children. Following this, the section on belonging and ethnic identity is an excellent bridge between the historical/geographic context of Ethiopia and the current understanding of inclusion that the author maps”. (Renato Opertti, International Bureau of Education, UNESCO, Geneva, Switzerland)
Authors and Affiliations
Bibliographic Information
Book Title: Education for Children with Disabilities in Addis Ababa, Ethiopia
Book Subtitle: Developing a Sense of Belonging
Authors: Margarita Schiemer
Series Title: Inclusive Learning and Educational Equity
DOI: https://doi.org/10.1007/978-3-319-60768-9
Publisher: Springer Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-3-319-60767-2Published: 15 August 2017
Softcover ISBN: 978-3-319-86930-8Published: 14 August 2018
eBook ISBN: 978-3-319-60768-9Published: 02 August 2017
Series ISSN: 2512-1499
Series E-ISSN: 2512-1510
Edition Number: 1
Number of Pages: XIX, 200
Number of Illustrations: 9 b/w illustrations, 20 illustrations in colour
Topics: Social Structure, Social Inequality, Schools and Schooling, Disability Studies, Ethnology