TY - RPRT TI - International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children AU - Douglas, Graeme AU - McLinden, Mike AU - Steve, McCall AU - Pavey, Susan AU - Ware, J AU - Farrell, A CY - Ireland DA - 2010/// PY - 2010 PB - National Council for Special Education (NCSE) UR - http://www.ncse.ie/research ER - TY - JOUR TI - Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools AU - Lynch, Paul AU - McCall, Steve AU - Douglas, Graeme AU - McLinden, Mike AU - Mogesa, Bernard AU - Mwaura, Martha AU - Muga, John AU - Njoroge, Michael T2 - International Journal of Educational Development AB - 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 in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries. DA - 2011/// PY - 2011 DO - 10.1016/j.ijedudev.2010.08.006 DP - ScienceDirect VL - 31 IS - 5 SP - 478 EP - 488 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Inclusive educational practices in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0738059310001203 Y2 - 2020/12/10/16:38:23 KW - Inclusive education KW - Itinerant teachers KW - Kenya KW - Participatory action research KW - Visual impairment ER - TY - JOUR TI - Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective AU - McLinden, Mike AU - Lynch, Paul AU - Soni, Anita AU - Artiles, Alfredo AU - Kholowa, Foster AU - Kamchedzera, Elizabeth AU - Mbukwa, Jenipher AU - Mankhwazi, Mika T2 - International Journal of Early Childhood AB - 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 bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts. DA - 2018/// PY - 2018 DO - 10.1007/s13158-018-0223-y DP - Springer Link VL - 50 IS - 2 SP - 159 EP - 174 J2 - IJEC LA - en SN - 1878-4658 ST - Supporting Children with Disabilities in Low- and Middle- Income Countries UR - https://doi.org/10.1007/s13158-018-0223-y Y2 - 2021/03/04/13:10:16 ER -