Suchergebnisse

Education for children with disabilities is an important and current topic on an international level. However, it becomes especially interesting when looking at countries of the majority world (or so-called developing countries) and matters of social inclusion and exclusion. Disability and poverty are often interconnected and lead to a vicious circle of exclusion, poverty, and low living standards. This case gives insight into a recent research study that was conducted on barriers and facilitators that children with disabilities are experiencing in their educational environments in Addis Ababa, Ethiopia. By using a constructivist approach to grounded theory, it was possible to capture different perspectives on the situation of the children and get a deep insight into existing problems and supportive aspects regarding education. During this research project, I learned a lot about the positive sides as well as the challenging aspects of grounded theory. Having to deal with a different language and culture and different traditions, it was especially hard to find my way in the beginning of the field research. However, applying grounded theory gave me the possibility to clarify issues I did not initially understand. It enabled me to go deeper into the narratives where I found it necessary. This helped me to create a coherent account of the complex phenomenon I studied.

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.