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Table of contents

  1. Front Matter
    Pages i-xix
  2. Margarita Schiemer
    Pages 1-6 Open Access
  3. Margarita Schiemer
    Pages 137-144 Open Access
  4. Margarita Schiemer
    Pages 145-158 Open Access
  5. Margarita Schiemer
    Pages 159-163 Open Access
  6. Margarita Schiemer
    Pages 165-170 Open Access
  7. Margarita Schiemer
    Pages 171-174 Open Access
  8. Margarita Schiemer
    Pages 187-200 Open Access

About this book

Introduction

This book is open access under a CC BY 4.0 license.

This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belo
nging, and trying to move toward educational equity.  

Keywords

special and inclusive settings disability in Ethopia children with disabilities in schools equity in education feeling like a family majority world capability approach countries of the global South Open Access

Authors and affiliations

  1. 1.Department of EducationUniversity of ViennaViennaAustria

Bibliographic information

  • Book Title Education for Children with Disabilities in Addis Ababa, Ethiopia
  • Book Subtitle Developing a Sense of Belonging
  • Authors Margarita Schiemer
  • Series Title Inclusive Learning and Educational Equity
  • Series Abbreviated Title Inclusive Learning and Educational Equity
  • DOI https://doi.org/10.1007/978-3-319-60768-9
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2017
  • License CC BY
  • Publisher Name Springer, Cham
  • eBook Packages Social Sciences Social Sciences (R0)
  • Hardcover ISBN 978-3-319-60767-2
  • Softcover ISBN 978-3-319-86930-8
  • eBook ISBN 978-3-319-60768-9
  • Edition Number 1
  • Number of Pages XIX, 200
  • Number of Illustrations 9 b/w illustrations, 20 illustrations in colour
  • Topics Social Structure, Social Inequality
    Schools and Schooling
    Disability Studies
    Ethnology
  • Buy this book on publisher's site

Reviews

“This manuscript incorporates the voices of children, parents, teachers as well as other experts in a unique cultural-historical context and provides insights and descriptions of specific cultural and societal characteristics in Ethiopia that influence the education of children with disabilities.  In this way, especially against the background of a well-developed research design and methodology, a deeper understanding of the lived realities of children with disabilities in what the author calls a Majority world country is created.” (Petra Engelbrecht, North-West University, South Africa)

“This book's strengths include crucial historical grounding of important historical junctures and their implications for education, necessary given persistence and change in special education. This historical and culturally-sensitive analysis of Ethiopian education is multidimensional in providing findings based on interviews with and ethnographic observations of the schoolchildren, family members, teachers as well as other “experts”. In contrast to other studies that privilege elites and their views (and participation) in political decision-making processes, this work richly presents and analyses the diverse meanings of disability within the cultural context studied, namely a sample of schools in Addis Ababa.” (Justin J.W. Powell, University of Luxembourg, Luxembourg)

“The idea of “feeling like a family” and “sense of belonging” that pervades throughout the text is a strong point to note. So often the social and emotional needs of children with special needs are overlooked as they are grouped together in a homogenous category. It highlights the fact that there are many different needs to be met in order to create an inclusive environment for all children, including their sense of belonging. Support is crucial for both parents and children. Following this, the section on belonging and ethnic identity is an excellent bridge between the historical/geographic context of Ethiopia and the current understanding of inclusion that the author maps”. (Renato Opertti, International Bureau of Education, UNESCO, Geneva, Switzerland)