Mainstreaming disability in education beyond 2015

Sefotho, Maximus Monaheng

doi:10.15700/201503070007

Cited by 12 publications

(9 citation statements)

References 26 publications

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“…The characteristic of entrepreneurship is that it does not depend on others to avoid the discrimination of other parties. Sefotho (2015) suggested that by participating in entrepreneurship, PWDs do not need to seek much help from other parties, because PWDs do not look for a job, but rather create one. Pagán (2009) revealed that people with disabilities are more likely than people without disabilities to be self-employed.…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

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Encouraging Entrepreneurship for People with Disabilities in Indonesia: The United Nations’ ‘Leave No One Behind’ Promise

Usman¹,

Projo²

2021

JPSS

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The various stigmas surrounding People with Disabilities (PWDs) make it difficult for them to find employment. Therefore, entrepreneurship is a way for PWDs to carry out economic activities. This study aims to analyze the employment conditions, the importance of entrepreneurship, and the entrepreneurial conditions carried out by PWDs in Indonesia. The source of data for this study is the 2018 Indonesian National Socio-Economic Survey (SUSENAS). The analysis techniques for this study include cross-tabulation, Pearson’s chi-square, and Likelihood Ratio (LR) for statistical tests. The results show that PWDs face major obstacles with participating in employment, with Women with Disabilities (WWDs) facing even more significant obstacles than Men with Disabilities (MWDs). Most PWDs, both men and women, have equal chances of becoming entrepreneurs. The vital role of entrepreneurship is also shown by the nature of entrepreneurship, as an independent effort that unnecessarily depends much on other parties so that PWDs have extra opportunities. The majority of PWDs who become entrepreneurs, with low education levels, live in rural areas and work in the agricultural sector, indicating that their businesses are small scale. Small companies tend to be vulnerable to competition, so that at any time, PWDs have the risk of losing their businesses.

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Section: Literature Review and Hypothesismentioning

confidence: 99%

“…Norafandi and Diah (2017) stated that entrepreneurship is a viable and robust option. Every PWD can be an entrepreneur as long as they are not depending on outsiders to operate a business (Sefotho, 2015). Since it is relatively easy for someone to participate as an entrepreneur, anyone can become an entrepreneur.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Entrepreneurship for People with Disabilities in Indonesia: The United Nations’ ‘Leave No One Behind’ Promise

Usman¹,

Projo²

2021

JPSS

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“…Foremost, when it comes to education, it is often especially the group of persons with disabilities who is excluded from full participation, leading to a need for "mainstreaming disability in education" as, for instance, Sefotho (2015) puts it. Lower levels of education and labor market participation have strong effects on their employment rates and income (Berthoud, 2008;Jones, 2008;OECD/EU, 2014).…”

Section: Eu's Call For Inclusionmentioning

confidence: 99%

“…In IEEPD, persons with disabilities facing disadvantages during school career, might sometimes for the first time become the opportunity for work-based experiences, as well as the opportunity to exercise leadership and interpersonal skills. In doing so, it can even open the door to mainstreaming disability in entrepreneurship (Sefotho, 2015), which, for instance, could be seen in the sense of hephapreneurship, "a process of fostering positive and meaningful existence anchored on subsistence entrepreneurship of differently abled persons and underprivileged persons, which is founded on the ethos of career choice/construction" (Sefotho, 2014, p. 306). However, IEEPD can most probably be more effective when it is oriented toward universal design (Mace, 1988) as demanded in the UN Convention on the Rights of Persons with Disabilities [Convention on the Rights of Persons with Disabilities Convention on the Rights of Persons with Disabilities (CRPD), 2008].…”

Section: Inclusive Entrepreneurship and Inclusive Entrepreneurial Edumentioning

confidence: 99%

Entrepreneurial Education for Persons With Disabilities—A Social Innovation Approach for Inclusive Ecosystems

Kruger

David²

2020

Front. Educ.

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Fostering entrepreneurship and inclusive societies are on top of EU policy agenda. This article is bringing together both aims by discussing a social innovation framework for inclusive entrepreneurial education for persons with disabilities. Similar to other disadvantaged groups, persons with disabilities can benefit from entrepreneurial skills for self-management or, on a next level, for starting own, opportunity-driven businesses. The framework suggests several building blocks considered necessary for successful entrepreneurial education for the beneficiaries. First, it is approaching the framework through a social innovation perspective. In doing so, it suggests a social innovation ecosystem perspective to operationalize all relevant stakeholders and contextual aspects relevant for the framework. Second, it suggests to build on socially innovative, hence novel, practices by starting from co-creation and co-production in order to meet individual demands and needs of learners. Furthermore, it takes the concept of universal design into account as it holds major implications for inclusive entrepreneurial education for persons with disabilities and underlines the need of different, more suitable practices in entrepreneurship education and beyond, toward an inclusive learning ecosystem.

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“…En lugar de enfrentar el rechazo prolongado que podría afectar negativamente su autoestima, puede ser una opción sostenible para entrenarlos en el espíritu empresarial. Según lo sugerido por Sefotho (2015), la hefaempresariedad podría ser una opción más deseable, ya que prevé la habilitación por medio de la educación y la formación.…”

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Transición educativa de estudiantes con discapacidad: más allá de la escuela. “¿Qué pasará con él cuando yo ya no esté viva?”

Sefotho

2017

RCE

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La discapacidad es un reto social. Aunque la mayoría de los estudiantes con discapacidad asisten a la escuela, no logran educarse para el mundo laboral. Los sistemas de educación no tienen la capacidad de ayudarlos a partir de programas especiales y de educación inclusiva. En Sudáfrica, el marco teórico impactante está basado en la educación inclusiva, pero implementa la inclusión a partir de la educación especial; así se considera que esta es la respuesta social a la discapacidad. En este proyecto, se trata de establecer la transición como una manera de responder al reto que plantea la discapacidad ante la educación. La escuela es la primera etapa de la transición, pero tampoco es una respuesta adecuada. El objetivo del presente estudio es reflexionar sobre la pregunta de una madre acerca del futuro de su hijo: “¿Qué pasará con él cuando yo ya no viva?”. La metodología fue de tipo cualitativo ideográfico. Aquí se presenta parte de una tesis con diseño de casos múltiples de padres de alumnos con discapacidad mental de cuatro escuelas en Soweto, Sudáfrica. La muestra fue de 35 padres de niños con discapacidad mental. La recolección de datos se hizo a través de grupos focales de discusión. Los resultados señalan tres temáticas: (1) proceso de diagnóstico y referencia, –(2) apoyo recibido por los padres, y –(3) necesidad de apoyo adicional; sin embargo, en este estudio nos centramos solo en el último

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Mainstreaming disability in education beyond 2015

Cited by 12 publications

References 26 publications

Encouraging Entrepreneurship for People with Disabilities in Indonesia: The United Nations’ ‘Leave No One Behind’ Promise

Encouraging Entrepreneurship for People with Disabilities in Indonesia: The United Nations’ ‘Leave No One Behind’ Promise

Entrepreneurial Education for Persons With Disabilities—A Social Innovation Approach for Inclusive Ecosystems

Transición educativa de estudiantes con discapacidad: más allá de la escuela. “¿Qué pasará con él cuando yo ya no esté viva?”

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