Inclusion and Disability

Hassanein, Elsayed Elshabrawy Ahmad

doi:10.1007/978-94-6209-923-4_7

Cited by 5 publications

(16 citation statements)

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“…In general, disability includes any loss, impairment, as well as anomalies psychologically or physically causing its structure and/or its function to perform in a manner beyond or less than what other human beings can normally do (Disability Action Council, no date; Bingham et al, 2012).Additionally, Hassanein (2015) claimed that disability appears to people living in special condition which their mental and physical variety happen to be weak or not able to work as what is expected. As the instance, humans are commonly gifted with two hands and two legs.…”

Section: Disabilitiesmentioning

confidence: 99%

“…Clearly written in the Holy Qur'an (2:282), such afflicted condition by way of mental as well as physical does exist. Nevertheless in the Holy Qur'an (22: 46) explains that what put human in danger is not the physical blind nor the physical deaf, yet it is the blind of heart and the deaf of heart from seeing spiritual and ethical truth (Hassanein, 2015). Fourthly, medical model sees special needs people by the disease someone unfortunately has and it is curable using modern innovations and psychological support.…”

Section: Social Model Of Disabilitymentioning

confidence: 99%

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The Social Equality of Children with Special Needs in Mataram

Maria

2018

IJECA

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While disability is treated socially equal in most western countries, the prejudice that Asians adhere to traditional cultural view related to curse, bad luck, and humiliation is really strong. In fact, attitudes toward the handicapped strongly refer to social as well as cultural construction built in society. Hence, this research was conducted to discover how Mataram natives truly treat child with special education needs in the social interactions within school setting using qualitative approach and engaging observation as well as video recordings as data collection methods. The findings confirm that destructive treatment does not occur among Mataram disabled and non-disabled peers despite the existing prejudice. Moreover, constructive treatment from the community builds the child’s self-esteem in public setting stronger.

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Section: Disabilitiesmentioning

confidence: 99%

Section: Social Model Of Disabilitymentioning

confidence: 99%

The Social Equality of Children with Special Needs in Mataram

Maria

2018

IJECA

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“…However, both Tremblay (2007) and UNICEF (2011) did not mention that teachers should learn languages like braille and sign that are used by students with disabilities in order to promote full and effective participation of students with disabilities in all school activities. Some teachers may favour students with vision impairment over students with hearing impairment because teachers are not familiar with sign language (Hassanein, 2015). Teachers tend to have negative attitudes towards students with disabilities because they are inexperienced and have no knowledge in teaching students with disabilities (ibid).…”

Section: Segregation Integration Inclusionmentioning

confidence: 99%

The Impact of the Inclusive Education Strategy on the Education of Primary School Students with Disabilities in Vientiane, Lao PDR

Heu¹

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<p>The inclusive education (IE) strategy promotes the inclusion of all children regardless of their abilities into mainstream schools. Little, however, is known about its impact on the inclusion of children with all sorts of disabilities at the primary school level. This study explores this issue. The main objective of this study is to analyse the impact of the Lao IE strategy in developing the public mainstream primary school system so as to be responsive to the needs of primary school students with impairments in Vientiane, Lao PDR. This is a qualitative research project which adopted semi-structured interviews, observations, and document analysis. Data was gathered from 45 participants from different backgrounds; notes recorded direct observations in primary schools; and documents such as reports and statistics were collected during the field work in Vientiane over the two month period of May and June 2015. The study established that many countries have experienced challenges in translating the IE concept into practice. Lao PDR also faces similar challenges. The study suggests that despite the ongoing continuous improvement of the Lao IE, the principle of inclusion is not yet fully employed. Children with more complex disabilities, such as being blind, deaf, mute or having an intellectual impairment, are still restricted to studying in special schools. This practice appears to be in contradiction to the principles of inclusion, to the social model of disabilities, and to a rights-based approach to education. In addition, the lack of government funding allocated specifically to implement the IE strategy at both national and local levels indicates the current weakness of the Lao IE system. As a consequence, children with more complex impairments still cannot receive meaningful and quality education in almost all public mainstream primary schools. Furthermore, it is evident that, although the Lao IE policy officially targets all children, in practice there has, as yet, been little impact on mainstream primary schools that are the focus of this research. Data regarding students with impairments is not collected by the relevant authorities in a consistent system. The IE policy has not been fully translated into mainstream primary school policies and development plans. The existing ‘IE’ schools continue to experience challenges in accessing the essential financial and technical supports they need to prepare to accept children with disabilities. Basic facilities and disabilities-related services are mostly unavailable. Importantly, the Ministry of Education and Sports (MOES) has not yet officially recognised and approved the use of braille and sign language, even though these languages have been developed by the Ministry of Health (MOH), the Centre of Medical Rehabilitation (CMR) to teach only children with disabilities who are enrolled in the Centre. Many people have criticised MOES for not taking the lead in the provision of education for children with disabilities. Although MOES has depended on the CMR’s expertise and resources to support its IE strategy, children with disabilities continuously experience obstacles in accessing and learning together with none disabled students in public mainstream primary schools that adequately meet their basic needs. This is why many people believe that children with disabilities cannot attend mainstream primary schools and the best place to learn was the CMR. Finally, participants still retained a medical perspective regarding disabilities. The Lao government itself still translates ‘disabilities’ as medically defined health issues. An understanding of disabilities in terms of the more recent social model was not common among participants in this study. Given that many people hold the medical perspective, individual impairments continue to be blamed as barriers to accessing services such as education, which is opposed to the social model approach to disabilities. The present stage of development of Lao IE strategy still seems to reinforce the exclusion of children with disabilities from accessing the education that is their human right.</p>

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“…Inclusive education was preceded by special education approaches (Ypinazar & Pagliano, 2004). Hassanein (2015) suggests that one rationale behind inclusive education is the "psychological-educational rationale," which considers how children with "special education needs" learn, so as to identify a more inclusive education environment for them (Hassanein, 2015, p. 39). There are two dominant interpretations of inclusive education.…”

Section: Ecologicalmentioning

confidence: 99%

“…One aspect of inclusive education is the acknowledgement that a school exists beyond its physical boundaries (Kearney & Kane, 2006). Schools can also shape how minority groups are received in communities, as inclusive education can create diverse spaces (Hassanein, 2015). However, one of the challenges that schools face is providing each student with equal opportunities once they leave the school boundaries (Collins & Coleman, 2008).…”

Section: Ecologicalmentioning

confidence: 99%

Working towards an ideal inclusive education model for refugee background people with disabilities in New Zealand

Croft¹

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<p>New Zealand accepts up to 750 refugees per annum, with a category for refugees with disabilities, as part of its quota obligation under the United Nations Convention relating to the Status of Refugees (1957) (Immigration New Zealand, 2016). Immigration New Zealand’s Refugee Resettlement Strategy states that education is one of the main priorities with helping refugees resettle in New Zealand (Immigration New Zealand, 2013) Although there is some literature available on refugee background people and education in New Zealand, there is little focus on refugee background people with disabilities in education. This research explores how inclusive education spaces for refugee background people with disabilities could be implemented, and perceptions surrounding disability and inclusion. In order to gain insights into the perceptions of people involved in policy or practice with refugee background people with disabilities, I used a feminist, qualitative methodology, and conducted semi-structured interviews with 11 participants who worked in education provision, non-government or government organisations that worked with refugee background people. These participants were interviewed in Auckland (n = 4), Wellington (n = 3) and Melbourne, Australia (n = 4). The Australian participants were interviewed in order to provide an alternative view to their New Zealand counterparts, although the primary focus was on New Zealand. My findings suggest that participant perceptions of disability and inclusion generally followed social and medical models of disability, but rarely ecological. Participants who have direct experience with disability of refugee background people had more carefully constructed ideas. Based on participant answers, I developed an ideal inclusive education model encompassing physical, relational and pedagogical spaces, which could be applicable to refugee background people with disabilities. The thesis findings informs existing theoretical models and understanding of inclusive education spaces, and encourages greater inclusion of refugee background people with disabilities in education in New Zealand.</p>

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Inclusion and Disability

Cited by 5 publications

References 0 publications

The Social Equality of Children with Special Needs in Mataram

The Social Equality of Children with Special Needs in Mataram

The Impact of the Inclusive Education Strategy on the Education of Primary School Students with Disabilities in Vientiane, Lao PDR

Working towards an ideal inclusive education model for refugee background people with disabilities in New Zealand

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