Education and Exclusion in Mongolia

Liijuu-Ochir, Ariunzul; Huggins, Valerie

doi:10.1007/978-3-031-14113-3_13

Cited by 1 publication

(1 citation statement)

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“…Second, this study relied on papers and reports published by individual researchers and international organizations, such as the Asian Development Bank, UNESCO, and UNICEF, to gain insights into educational policies for CWD in Mongolia (Batkhishig, 2017;Khurelbaatar, 2020;Liijuu-Ochir & Huggins, 2023;Odgerel, 2021;Save the Children Japan, 2022;Schelzig & Newman, 2020;UNESCO, 2020;UNICEF, 2021). However, whenever possible, we made every effort to locate data from the Mongolian government (Ministry of Labor & Social Protection, 2019.…”

Section: Methodsmentioning

confidence: 99%

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

Cho,

Park

2024

Asia Pacific Educ. Rev.

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This study explores the influence of educational ideologies and practices of donor countries on the educational systems in recipient countries in the context of international cooperation. Previous research on international education cooperation has focused on international cooperation policies, ignoring the educational systems of both donor and recipient countries. This study seeks to fill this gap by examining how Japan’s dualistic model of inclusive education is reflected in the Strengthening Teachers’ Ability and Reasonable Treatments for Children with Disabilities (START) project in Mongolia. This study reviews the literature on inclusive education in Japan and Mongolia, and analyzes documents produced through the project. It finds that despite some instances of inclusive practices in Japanese schools, special needs education in Japan is still predicated on individualized and medicalized approaches to disabilities. Conversely, Mongolia has struggled to provide children with disabilities with accessible and quality schooling since its transition from a socialist to a capitalist regime in the early 1990s. The START project aims to identify children’s disabilities as early as possible, provide individualized support and guidance, and develop educational settings that allow the inclusion of children with disabilities in their peer groups. In implementing the project, Japanese-style inclusive education is negotiated between Mongolian teachers and officials rather than imposed by Japanese experts. By embracing the dualistic nature of Japanese inclusive education, Mongolia can better promote the ideal of inclusion for all children.

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Section: Methodsmentioning

confidence: 99%