Inclusive education for children with disabilities - the role and practices of International Non-Governmental Organizations in the northwest region of

鉴于索马里兰的极端贫困状况，残疾人往往被排除在就业、教育和社会文化生活领域之外。在分配稀少的资源时，残疾人的教育和保健需要很少得到优先考虑。残疾人士缺乏服务，是由于残疾人士及其家人在制度、态度和环境方面所面临的障碍。索马里兰关于残疾的大多数政策和战略主要侧重于个人，并受到残疾医学模式的影响。这可能导致在结构上和政治上根深蒂固地孤立和歧视残疾人士，使他们无法融入社区的社会生活，无法获得教育。由于残疾儿童的处境和能力有限，他们受到上述情况的影响尤为严重。现在，国际发展界普遍认识到，残疾人士，特别是儿童，接受教育是改善个人生活和集体家庭的基础。关于全纳教育最常见的论点一直是并将继续是对基于权利的话语的引用；残疾与贫困之间的话语联系以及经济论证。同样，联合国制定的2015年后可持续发展目标也将残疾问题纳入其中。这些目标认识到需要解决残疾人的包容问题，并强调残疾与教育和就业的关系。例如，目标4侧重于全民全纳教育和促进全纳学习环境，以便为残疾人提供平等机会。因此，国际社会和非政府组织在其发展方案中优先考虑与残疾有关的问题。

Given Somaliland's situation of extreme poverty, persons with disabilities are most often excluded from employment, education and areas of social- cultural life. The educational and health needs of persons with disabilities are rarely prioritised in the allocation of scarce resources. The lack of provision experienced by PWDs is due to the institutional, attitudinal and enciviromental barriers that are faced with PWDs and their families. Most of the Somaliland's policies and strategies regarding disability focuses largely on the individual and are influenced by the medical model of disability. This can result in structurally and politically entrenched isolation and discrimination of PWDs, their inclusion in social life of the community and their access to education. Children with disabilities are disproportionately affected by the aforementioned - due to their situation and limited capacity. It is now broadly recognised by the international development community that access to education for PWDs, particularly for children is the foundation to improving an individuals' life and the collective family. The most frequent arguments for inclusive education has been and continues to be the references to the: rights- based discourse; the discursive links between disability and poverty and the economic argument. Likewise, disability inclusion of is the major theme in the post-2015 Sustainable Development Goals set out by the United Nations. The goals recognise the need to address inclusion of disabled people as well as put emphasis on how disability relates to education and employment. For example, Goal 4 focuses on inclusive education for all and the promotion of inclusive learning environments in order to provide equal access for persons with disabilities. As a result, the international community and INGOs have prioritise issues pertaining to disability in their development programmes.