Education for Children with Disabilities in Addis Ababa, Ethiopia: Developing a Sense of Belonging (Inclusive Learning and Educational Equity Book 4)

This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and tr ying to move toward educational equity. In diesem Buch werden die Einflüsse von Umweltfaktoren auf die Bildung von Kindern mit Behinderung in Addis Abeba/Äthiopien, mit speziellem Fokus auf Beziehungen und Einstellungen, diskutiert. Durch die Einbindung der Perspektiven von Kindern, Eltern und LehrerInnen liegt der Schwerpunkt auf den Aspekten Familie und Bildungsgerechtigkeit. Zusätzlich werden die für die Umsetzung von inklusiver Bildung essentiellen kulturellen und gesellschaftlichen Hintergründe hervorgehoben. Front Matter ....Pages i-xix Introduction (Margarita Schiemer)....Pages 1-6 How to Make Sense of “Developing a Sense of Belonging” Through “Feeling Like a Family” in the Light of Cultural and Societal Backgrounds (Margarita Schiemer)....Pages 7-42 Three Reasons for Dealing with Disability, Education and the Majority World (Margarita Schiemer)....Pages 43-69 Facts and Challenges Regarding Grounded Theory, the ICF and Ethical Issues (Margarita Schiemer)....Pages 71-86 Reality Bites: Listening to Children, Parents, Teachers and Other Experts (Margarita Schiemer)....Pages 87-136 The Core Category: Feeling Like a Family (Margarita Schiemer)....Pages 137-144 Generation of Theory (Margarita Schiemer)....Pages 145-158 Concluding Remarks Related to the Study (Margarita Schiemer)....Pages 159-163 Critical Reflections on the Study (Margarita Schiemer)....Pages 165-170 Integrating the Perspective of the Capability Approach (Margarita Schiemer)....Pages 171-174 Inclusive Education and the UN Convention on the Rights of Persons with Disabilities (UNCRPD) (Margarita Schiemer)....Pages 175-186 Appendix: All About Working with the Data (Margarita Schiemer)....Pages 187-200 Annotation This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other "experts," and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and trying to move toward educational equity This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belo nging, and trying to move toward educational equity.