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Imagining disability? Conceptualizations of learners with disabilities and their learning in the pedagogic manuals of international development agencies
ARTICLE

, Sightsavers, United Kingdom

International Journal of Educational Development Volume 40, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study examines the contrasting and complementary approaches towards the education of children with disabilities of international development agencies, as reflected in pedagogic manuals produced by these agencies. The efficacy and feasibility of these approaches are assessed in the light of research into the pedagogic requirements of children with disabilities and into pedagogic practices in the South. In the light of this analysis, questions are raised about some of the pedagogic precepts in the manuals. These questions in turn raise questions about the processes of development and dissemination for the manuals. The paper ends by considering the implications of the findings for the Post-2015 Development Agenda.

Citation

Le Fanu, G. (2015). Imagining disability? Conceptualizations of learners with disabilities and their learning in the pedagogic manuals of international development agencies. International Journal of Educational Development, 40(1), 267-275. Elsevier Ltd. Retrieved August 9, 2022 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2014.10.010

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