Mikyas Abera, Grace L Francis, Ansha N Ahmed, Solomon Dawud, Mohammedsani Ali, Gebrekidan Shibabaw, Bilen M Araya, Shana J Haines, Heather M Aldersey
{"title":"在埃塞俄比亚贡达尔开展的将残疾学生纳入教育的合作。","authors":"Mikyas Abera, Grace L Francis, Ansha N Ahmed, Solomon Dawud, Mohammedsani Ali, Gebrekidan Shibabaw, Bilen M Araya, Shana J Haines, Heather M Aldersey","doi":"10.4102/ajod.v14i0.1569","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>In Ethiopia, children with disabilities face significant barriers to education, which are exacerbated for those living in remote villages and areas affected by conflict and insecurity. Several studies have highlighted the important role that sustained multistakeholder collaborations could play in removing barriers to inclusive education, supporting students with disabilities and helping countries like Ethiopia achieve inclusion.</p><p><strong>Objectives: </strong>This study explored stakeholders' strategies and the programmes and support they provide to schools or students with disabilities (K-12) to promote inclusive education in the central Gondar zone, Ethiopia.</p><p><strong>Method: </strong>This study used key informant interviews to collect detailed information on education stakeholders' collaborations to support the inclusion of children with disabilities. The interviewees include experts, administrators and policymakers from purposively selected governmental and civil society organisations and schools.</p><p><strong>Results: </strong>This study found that collaboration focused on promoting accessibility, students enrolment and retention, financial, material and medical support, capacity-building, and institutional accountability.</p><p><strong>Conclusion: </strong>This study concluded that persistent instability and conflict hindered stakeholders' collaborative efforts in the region. It also argued that structured or semi-structured collaborations are more effective for promoting inclusive education.</p><p><strong>Contribution: </strong>This article presents research findings on collaboration among educational stakeholders to promote inclusive schools and support students with disabilities. Its holistic approach identifies ecological and institutional factors that affect collaborations for inclusion, as well as the support and services that could be further explored in future research. Additionally, it highlights the lessons that education programmes could use to enhance community and stakeholder participation in school inclusivity.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1569"},"PeriodicalIF":1.5000,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966729/pdf/","citationCount":"0","resultStr":"{\"title\":\"Collaboration for the inclusion of students with disabilities in education in Gondar, Ethiopia.\",\"authors\":\"Mikyas Abera, Grace L Francis, Ansha N Ahmed, Solomon Dawud, Mohammedsani Ali, Gebrekidan Shibabaw, Bilen M Araya, Shana J Haines, Heather M Aldersey\",\"doi\":\"10.4102/ajod.v14i0.1569\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>In Ethiopia, children with disabilities face significant barriers to education, which are exacerbated for those living in remote villages and areas affected by conflict and insecurity. Several studies have highlighted the important role that sustained multistakeholder collaborations could play in removing barriers to inclusive education, supporting students with disabilities and helping countries like Ethiopia achieve inclusion.</p><p><strong>Objectives: </strong>This study explored stakeholders' strategies and the programmes and support they provide to schools or students with disabilities (K-12) to promote inclusive education in the central Gondar zone, Ethiopia.</p><p><strong>Method: </strong>This study used key informant interviews to collect detailed information on education stakeholders' collaborations to support the inclusion of children with disabilities. The interviewees include experts, administrators and policymakers from purposively selected governmental and civil society organisations and schools.</p><p><strong>Results: </strong>This study found that collaboration focused on promoting accessibility, students enrolment and retention, financial, material and medical support, capacity-building, and institutional accountability.</p><p><strong>Conclusion: </strong>This study concluded that persistent instability and conflict hindered stakeholders' collaborative efforts in the region. It also argued that structured or semi-structured collaborations are more effective for promoting inclusive education.</p><p><strong>Contribution: </strong>This article presents research findings on collaboration among educational stakeholders to promote inclusive schools and support students with disabilities. Its holistic approach identifies ecological and institutional factors that affect collaborations for inclusion, as well as the support and services that could be further explored in future research. Additionally, it highlights the lessons that education programmes could use to enhance community and stakeholder participation in school inclusivity.</p>\",\"PeriodicalId\":45606,\"journal\":{\"name\":\"African Journal of Disability\",\"volume\":\"14 \",\"pages\":\"1569\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2025-03-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11966729/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Disability\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4102/ajod.v14i0.1569\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q4\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Disability","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/ajod.v14i0.1569","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q4","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
Collaboration for the inclusion of students with disabilities in education in Gondar, Ethiopia.
Background: In Ethiopia, children with disabilities face significant barriers to education, which are exacerbated for those living in remote villages and areas affected by conflict and insecurity. Several studies have highlighted the important role that sustained multistakeholder collaborations could play in removing barriers to inclusive education, supporting students with disabilities and helping countries like Ethiopia achieve inclusion.
Objectives: This study explored stakeholders' strategies and the programmes and support they provide to schools or students with disabilities (K-12) to promote inclusive education in the central Gondar zone, Ethiopia.
Method: This study used key informant interviews to collect detailed information on education stakeholders' collaborations to support the inclusion of children with disabilities. The interviewees include experts, administrators and policymakers from purposively selected governmental and civil society organisations and schools.
Results: This study found that collaboration focused on promoting accessibility, students enrolment and retention, financial, material and medical support, capacity-building, and institutional accountability.
Conclusion: This study concluded that persistent instability and conflict hindered stakeholders' collaborative efforts in the region. It also argued that structured or semi-structured collaborations are more effective for promoting inclusive education.
Contribution: This article presents research findings on collaboration among educational stakeholders to promote inclusive schools and support students with disabilities. Its holistic approach identifies ecological and institutional factors that affect collaborations for inclusion, as well as the support and services that could be further explored in future research. Additionally, it highlights the lessons that education programmes could use to enhance community and stakeholder participation in school inclusivity.
期刊介绍：
The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
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