Inclusive Learning and Educational Equity
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Education for Children with Disabilities in Addis Ababa, Ethiopia

Developing a Sense of Belonging

Authors: Schiemer, Margarita

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  • 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
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  • ISBN 978-3-319-60768-9
  • This book is an open access book, you can download it for free on link.springer.com
Hardcover $59.99
price for USA in USD
  • ISBN 978-3-319-60767-2
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  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
Softcover $59.99
price for USA in USD
  • ISBN 978-3-319-86930-8
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  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
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 manuscript incorporates the voices of children, parents, teachers as well as other experts in a unique cultural-historical context and provides insights and descriptions of specific cultural and societal characteristics in Ethiopia that influence the education of children with disabilities.  In this way, especially against the background of a well-developed research design and methodology, a deeper understanding of the lived realities of children with disabilities in what the author calls a Majority world country is created.” (Petra Engelbrecht, North-West University, South Africa)

“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)

Table of contents (12 chapters)

Table of contents (12 chapters)
  • Introduction

    Pages 1-6

    Schiemer, Margarita

  • How to Make Sense of “Developing a Sense of Belonging” Through “Feeling Like a Family” in the Light of Cultural and Societal Backgrounds

    Pages 7-42

    Schiemer, Margarita

  • Three Reasons for Dealing with Disability, Education and the Majority World

    Pages 43-69

    Schiemer, Margarita

  • Facts and Challenges Regarding Grounded Theory, the ICF and Ethical Issues

    Pages 71-86

    Schiemer, Margarita

  • Reality Bites: Listening to Children, Parents, Teachers and Other Experts

    Pages 87-136

    Schiemer, Margarita

Buy this book

eBook  
  • ISBN 978-3-319-60768-9
  • This book is an open access book, you can download it for free on link.springer.com
Hardcover $59.99
price for USA in USD
  • ISBN 978-3-319-60767-2
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
Softcover $59.99
price for USA in USD
  • ISBN 978-3-319-86930-8
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
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Bibliographic Information

Bibliographic Information
Book Title
Education for Children with Disabilities in Addis Ababa, Ethiopia
Book Subtitle
Developing a Sense of Belonging
Authors
Series Title
Inclusive Learning and Educational Equity
Series Volume
4
Copyright
2017
Publisher
Springer International Publishing
Copyright Holder
The Editor(s) (if applicable) and The Author(s)
eBook ISBN
978-3-319-60768-9
DOI
10.1007/978-3-319-60768-9
Hardcover ISBN
978-3-319-60767-2
Softcover ISBN
978-3-319-86930-8
Series ISSN
2512-1499
Edition Number
1
Number of Pages
XIX, 200
Number of Illustrations
9 b/w illustrations, 20 illustrations in colour
Topics