A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Carrington, Suzanne, Pillay, Hitendra, Tones, Megan, Nickerson, Julie, Duke, Jennifer, Esibaea, Benedict, Malefoasi, Ambrose, & Fa'asala, Casper Joseph (2016) A case study of culturally informed disability-inclusive education policy development in the Solomon Islands. International Journal of Inclusive Education.
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Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study.
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|Item Type:||Journal Article|
|Keywords:||Disability-Inclusive education, Policy borrowing, Policy development, Solomon Islands|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||2016 Informa UK Limited, trading as Taylor & Francis Group|
|Deposited On:||25 Aug 2016 01:23|
|Last Modified:||12 Jan 2017 04:23|
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