Inclusive Education and Disability in the Global South

This edited volume examines inclusive education and disability in the global South. Presenting four qualitative research studies conducted in Malaysia, Bhutan, Philippines and Belize, the authors examine the implementation of inclusive education and disabled children's participation in the education system: contexts on which very little is known. Thus, this book provides a unique opportunity to access rare context-specific information concerning this region of the world; and to reflect on the particular challenges some countries face in the realization of full participation of all children within education. Authored by researchers who are also teaching professionals with experience and understanding of the complexities of the real world, this book reminds us that researchers and policy makers must listen to all voices and perspectives: especially those that have remained silenced and ignored.

Argues that inclusive education can benefit from a plurality of voices and those voices silenced or unheard from the Global South Draws on research from a range of countries in the Global South including Colombia, Bhutan, Malaysia and the Philippines Emphasises that the mediating role of cultural beliefs, personal histories and local realities can enhance the conceptualisation and operationalization of Inclusive Education

Autorentext
Leda Kamenopoulou is Senior Lecturer in Special and Inclusive Education at the University of Roehampton, UK, and a Fellow of the UK Higher Education Academy. She has published widely on Special Educational Needs, Disability and Inclusive Education, while her current research activities centre around the preparation of teachers for inclusive education.

Inhalt
Chapter 1. Introduction: Setting the Scene; Leda Kamenopoulou.- Chapter 2. The interplay of deafness and ethnicity in processes of identity development: An ethnographic study within the Penang deaf community in Malaysia; Andrea Pregel and Leda Kamenopoulou.- Chapter 3. The conceptualisation of inclusion and disability in Bhutan; Dawa Dukpa and Leda Kamenopoulou.- Chapter 4. Teachers' assessment strategies for children with disabilities: A constructivist study in mainstream primary school in Negros Oriental; Rolando Jr. Villamero and Leda Kamenopoulou.- Chapter 5. The perspectives of teachers in Belize in relation to working with visually impaired pupils in mainstream schools: An exploratory study; Joycelyn Nair Azueta and Leda Kamenopoulou.- Chapter 6. Inclusion and Disability in the Global South, lessons learned and ways forward; Leda Kamenopoulou