Special Education International Perspectives: Practices Across the Globe (Advances in Special Education)
Jeffrey P. Bakken, Anthony F. Rotatori, Sandra Burkhardt, Festus Obiakor, Umesh Sharma
Format: PDF / Kindle (mobi) / ePub
This volume provides an international perspective on special education issues. There is limited literature examining issues in special education from an international perspective, as such this volume will add considerably to the knowledge base across the globe.
in Africa, Caribbean, and the Middle East (pp. 23–36). Charlotte, NC: Information Age Publishing Inc. Obiakor, F. E., & Maltby, G. P. (1989). Pragmatism and education in Africa: Handbook for educators and development planners. Dubuque, IA: Kendall Hunt. Obiakor, F. E., & Offor, M. T. (2012). Special education contexts, problems and prospects in Nigeria. In and M. A. Winzer & K. Mazurek (Eds.), International practices in special education: Debates and challenges (pp. 138–148). Washington, DC:
children with disabilities in 64 districts (MoSW, 2012, p. 78). These NGOs are providing education for children with disabilities in various forms including special education, integrated education, and inclusive education. A few of the reputed NGOs working in the area of education for children with disabilities in Bangladesh include the following: HI-CARE provides primary and secondary education for children with hearing impairment and preschooling for 2 to 5-year-old children; The Baptist Sangha
Parent–Teacher Association (PTA) There is a provision of government that a primary school have a PTA consisting of a group of parents and teachers. Like SMC, PTA is also formed to enhance parental participation in the primary education sector in Bangladesh. However, although a number of steps have been taken to improve governance such as SMC and PTA, the effectiveness of such bodies remains a concern (UNESCO, 2013). Mothers’ Meeting Mothers’ meeting (MaaShomaabesh – in Bangla) is a recently
Winzer, M. A. (1986). Early developments in special education: Some aspects of enlightenment thought. Remedial and Special Education: RASE, 7(5), 42–49. Winzer, M. A. (2006). Confronting difference: An excursion through the history of special education. In and L. Florian (Ed.), The Sage handbook of special education (pp. 21–33). New York, NY: Sage. Winzer, M. A. (2008). Children with exceptionalities in Canadian classrooms (8th ed.). Toronto, Canada: Pearson Prentice Hall. Wolfensberger, W.
Rather, a long-term plan is needed to provide continuing education to special educators. In order to study the quality of training, a set of measurements such as pre- and post-training examinations, hands-on activities, observation in classrooms via face-to-face, video-taping, or videoconferencing should be in place to be selected from in order to eventually improve training programs. Building learning communities within schools, creating mentoring programs, developing programs to provide