Rose, R., Garner, P. and Farrow, B. (2019) Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach. In: Halder, S. and Argyropoulos, V. (eds.) Inclusion, Equity and Access for Individuals with Disabilities : Insights from Educators across the World. London: Palgrave Macmillan Ltd.. 427 - 444.
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| Item Type: | Book Section |
|---|---|
| Abstract: | In common with many countries in Africa and globally, the Government of Sierra Leone has given a commitment to address the requirements for ensuring universal primary education (Education for All) as demanded by the Sustainable Development Goals (UNESCO 2015). This chapter reports a process of inclusion policy development based upon research conducted within Sierra Leone in order to obtain the perspectives of service users and providers to inform an agenda for educational change across the country. Sierra Leone, situated on the Atlantic coast of Africa and bordered by Guinea and Liberia, has a proud history of education but in recent years has been devastated by warfare and an outbreak of Ebola and both natural and manmade disasters that have had a negative impact upon the country’s infrastructure and economic and social stability. This has resulted in significant numbers of children, and particularly those with disabilities or from remote areas of the country being out of education. Data were collected during a period of field work through the use of interviews and focus groups conducted with key respondents, including education professionals, disabled persons groups, parents and NGO personnel. These focused upon the current challenges of providing accessible schooling, a well prepared workforce and appropriate resourcing to enable all children to take their place within the Sierra Leone education system. Following analysis of the data, a series of consultation meetings were held across the country prior to developing a policy document which included key action points aimed at providing education for all children, including those who have been previously marginalised or excluded. |
| Uncontrolled Keywords: | /dk/atira/pure/sustainabledevelopmentgoals/good_health_and_well_being |
| Creators: | Rose, Richard, Garner, Philip and Farrow, Brenna |
| Editors: | Halder, Santoshi and Argyropoulos, Vassilios |
| Publisher: | Palgrave Macmillan Ltd. |
| Faculties, Divisions and Institutes: | Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion |
| Date: | 20 March 2019 |
| Date Type: | Publication |
| Page Range: | 427 - 444 |
| Title of Book: | Inclusion, Equity and Access for Individuals with Disabilities : Insights from Educators across the World |
| Number: | First |
| Place of Publication: | London |
| Number of Pages: | 18 |
| Language: | English |
| ISBN: | 978-981-13-5962-0 |
| Status: | Published / Disseminated |
| Refereed: | Yes |
| Related URLs: | |
| URI: | http://nectar.northampton.ac.uk/id/eprint/12906 |
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