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ERIC Number: EJ1045959
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0827-3383
Perceptions of Disability and Access to Inclusive Education in West Africa: A Comparative Case Study in Dakar, Senegal
Drame, Elizabeth R.; Kamphoff, Kaytie
International Journal of Special Education, v29 n3 p69-81 2014
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Senegal (Dakar)