Contextualization of inclusive education: Education for children with disabilities in Myanmar

Yoshiko Tonegawa*

*この研究の対応する著者

研究成果: Article査読

抄録

Inclusive education is regarded as one of the global agendas of education; in recent years, many countries have implemented an inclusive education policy. This case study aimed to examine the actual practice of inclusive education among children with disabilities today. More specifically, this study analyzed the case of inclusive education for children with visual impairment in Yangon, Myanmar. In Yangon, "a limited inclusive education in phase" allows children with visual impairment to experience both special and regular schools. This study s findings revealed that the special schools had met the students needs with life-skills courses, supplementary study time, and a safe environment. However, there were some challenges, including a lack of communication between the special and regular schools and inadequate bonding between students with and without visual impairment. However, it also suggests the importance of addressing the wider range of needs of students with disabilities for inclusive education. This case in Yangon is considered as a type of inclusive education which utilizes their resources to fit their context.

本文言語English
ページ(範囲)365-380
ページ数16
ジャーナルInternational Journal of Instruction
15
1
DOI
出版ステータスPublished - 2022 1月

ASJC Scopus subject areas

  • 教育

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