Results 3 resources
International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired childrenDouglas, G., McLinden, M., Steve, M., … Farrell, A. - 2010 - National Council for Special Education (NCSE)
Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schoolsLynch, P., McCall, S., Douglas, G., … Njoroge, M. - 2011 - International Journal of Educational Development, 31(5), 478–488
This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period...
Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems PerspectiveMcLinden, M., Lynch, P., Soni, A., … Mankhwazi, M. - 2018 - International Journal of Early Childhood, 50(2), 159–174
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new...