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ERIC Number: EJ1047739
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1357-5279
Prioritising the Inclusion of Children and Young People with Disabilities in Post-Conflict Education Reform
Irvine, Rebecca
Child Care in Practice, v21 n1 p22-32 2015
There has been limited attention paid to the link between conflict and disability and even less recognition for the importance of facilitating inclusion of children and young people with disabilities in post-conflict societies. The end of a civil conflict provides an opportunity for social and political change, and progressive education policies that are human rights based and influenced by international guidance are often introduced at this time. While the introduction of policies that address inclusive education is a commendable first step, they often fail to be implemented because they do not address country-specific circumstances and the necessary resources remain uncommitted. In order to experience a more successful programme of inclusion within education reform, political will is needed. Education strategies need to recognise that the conflict will have increased the number of children and young people with disabilities (UNICEF (2009) "Machel study 10-year strategic review: children and conflict in a changing world") and that the education of children with disabilities will have a substantial impact on the wider community. Convincing governments to invest in the education of children with disabilities can be difficult, but presenting areas where the investment can reap rewards may be beneficial. Three target areas that many post-conflict societies aim to address are: building an inclusive society; poverty reduction; and meeting international objectives (which may have implications for aid or other benefits). Targeted investment in facilitating inclusive education can help achieve all three of these challenges and has the potential to contribute to the stability of the country.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A