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Perceptions of disability and access to inclusive eduaction in West Africa: A comparative case study in Dakar, Senegal

Elizabeth R. Drame & Kaytie Kamphoff, (2014)


International Journal of Special Education. Vol.29 (3) 2014, 69-81 Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
https://files.eric.ed.gov/fulltext/EJ1045959.pdf


Including disability in HIV policy and programming : good practices drawn from country-based evidence

Mac-Seing, Muriel, (2014)


The purpose of this document is to share good practices and processes concerning the inclusion of disability issues in HIV policy and programming, drawing on specific experiences in Senegal, Ethiopia, Kenya, Rwanda and Cambodia and on lessons learned at international AIDS conferences.
http://www.hiproweb.org/uploads/tx_hidrtdocs/Disab...


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