Kagendo Mutua – författare

This is Book V in the series, Research on Education in Africa, the Caribbean and the Middle East. The series strives to encourage the presentation of evidence based investigations using data collected on site from the three world regions it considers. A strong focus is on data specific to a nation or to a region within a nation, as we recognize that nations are diverse, often encompassing regions with unique cultural and geographic characteristics. The data are rooted in the voices of individuals and communities. Such evidential data are analyzed and interpreted within the context of the complex human and natural environments from which they are derived. Chapters in the books within the series describe investigations that are part of an effort to continue the publication of an annual compilation of research studies in the three world regions upon which the series focuses. The series, therefore, indicates that the need to develop modern, self-sufficient, independent, and post-colonial societies is being balanced with the need to strengthen cultural values and identities within these three world regions. Book V in the series focuses on how the educational challenges found in these three world regions are addressed. The chapters specifically examine related recent research, identify useful investigative methodologies, identify accomplishments in meeting challenges, and consider unresolved challenges. The overarching questions presented below were derived from an analysis of the questions, methods, and conclusions presented in the studies appearing in this book. These overarching questions described here reflect the connections between educational issues that emerged in the 20thcentury and issues identified in the 21st century.

This edited volume explores various issues pertaining to the education of children with disabilities in Africa, the Caribbean and Middle East. As a group, persons with disabilities have been subjected to social, cultural and educational exclusions of various forms and for various socially-scripted reasons. In education, for instance, individuals with disabilities have been altogether excluded from educational participation in many parts of the developing world or they have been excluded from pursuing meaningfully beneficial higher levels of education in developed countries like the United States. One of the social responses/remedies to the widely-acknowledged exclusionary practices experienced by learners with disabilities has been the widespread implementation of inclusive practices in the education of individuals with disabilities across countries, in the west and the developing regions of the world. A distinctive marker of difference in the way inclusive practices have been enacted in western countries versus those in the developing world has primarily stemmed from the fact that majority of western countries operate under funded mandates that also regulate the provision of education to persons with disabilities. While the ideal of inclusion has been highly desirable, many of countries in the developing world have floundered in their implementation due to lack sound legislative framework to guide implementation coupled with socio-cultural factors related to negative perceptions of disabilities and limited funding sources. Chapters in this volume explore inclusive education from a variety of perspectives.