An analysis of a contextual perspective on inclusive education: A case study of education for children with disabilities in Ethiopia

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K13912
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09020:Sociology of education-related
• Research Institution: Waseda University
• Principal Investigator: Tonegawa Yoshiko 早稲田大学, 社会科学総合学術院, 准教授 (10608186)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: インクルーシブ教育 / エチオピア / アフリカ / 障害児教育 / 特別教育

Outline of Final Research Achievements

Internationally, many countries have closed special schools/classes to facilitate children with disabilities attending regular schools to promote inclusive education. This is partly because of the international agenda, including the Salamanca Statement. However, in Ethiopia, inclusive education has been implemented not by closing special schools/classes, but by allowing children with disabilities enrolled in special schools/classes to remain in those schools/classes while welcoming children without disabilities. Furthermore, these special schools/classes have shifted to regular schools/classes while retaining the characteristics of the special schools/classes. This approach to inclusive education differs from that of many other countries. This situation may result in the contextualization of inclusive education in Ethiopia.

Free Research Field

教育社会学

Academic Significance and Societal Importance of the Research Achievements

本研究の目的は、エチオピアを事例に、障害児の初等教育に焦点をあて、現状に見合ったインクルーシブ教育モデルを検討することである。また、当事者の観点を含めた多様な視点を重視する。本研究の主な学術的・社会的な意義は以下の３点である。
１．国際的に推進されている、インクルーシブ教育の在り方に対して疑問を呈し、インクルーシブ教育を捉えなおし、多様な在り方を示したこと。２．開発途上国における当事者の認識を踏まえた質的研究が十分でなかったため、本研究の成果は学術的に貢献できること。３．インクルーシブ教育の研究により、SDGsの教育目標である「質の高い教育」の実施に関して、他国への示唆が与えることができること。