Addressing inclusive education for learners with disabilities in the integrated education system: the dilemma of public primary schools in Kenya.
Addressing inclusive education for learners with disabilities in the integrated education system: the dilemma of public primary schools in Kenya.
复制标题
在综合教育系统中解决残疾学习者的包容性教育：肯尼亚公立小学的困境。
DOI：
10.1080/03057925.2020.1726727
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Asayo Ohba and Francis Likoye Malenya
中科院分区：
文献类型：
--
作者：
園山 大祐;ファナンテナナ リアナスア アンドリアリニアイナ;アンドリアマナシナ ルズニアイナ ラスルナイヴ;友田明美;Asayo Ohba and Francis Likoye Malenya
本文探讨了肯尼亚小学融合教育体系中残疾学生全纳教育的挑战和前景。在内罗毕和马尔萨比特分别在五所和九所公立学校收集数据，通过问卷调查126名教师，半结构化访谈14校长或他们的副手，一个焦点小组讨论。县教育官员也接受了采访。调查结果显示，虽然综合教育系统在肯尼亚占主导地位，但容纳残疾学生的当地学校为创造包容性环境付出了很大努力。本文赞赏与包容性教育相关的挑战和潜力，因此建议在肯尼亚的背景下，对包容性政策的运作进行更深入的思考。
This paper explores the challenges and prospects of inclusive education for learners with disabilities in the integrated education system in Kenyan primary schools. Data were collected in five and nine public schools in Nairobi and Marsabit respectively, by means of questionnaires administered to 126 teachers, semi-structured interviews with 14 head teachers or their deputies, and one focus group discussion. County education officials were also interviewed. The findings reveal that although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities put much effort into creating an inclusive setting. This paper appreciates the challenges and potential associated with inclusive education and thus recommends deeper reflection on the operationalisation of inclusive policies in the context of Kenya.