Review
Version 1
Preserved in Portico This version is not peer-reviewed
Re-Imagining Education for All Children
Version 1
: Received: 13 September 2023 / Approved: 14 September 2023 / Online: 14 September 2023 (13:55:50 CEST)
A peer-reviewed article of this Preprint also exists.
McConkey, R.; McKenzie, J. Re-Imagining Education for All Children. Disabilities 2023, 3, 525-538. McConkey, R.; McKenzie, J. Re-Imagining Education for All Children. Disabilities 2023, 3, 525-538.
Abstract
Universal education is an elusive goal in many countries, especially for disabled children. Nonetheless determined efforts around the globe have shown that it can become a reality once existing systems were re-imagined by practitioners who arguably have been to the fore more so than academic researchers. Their efforts have identified new ways of thinking about children’s disabilities, the introduction of new practices in schools, forging partnerships between teachers and parents, and mobilising community resources. Societal change is both a consequence of, and a support to these local systems. The complexity of creating education for all may be daunting but it is achievable when driven by committed, creative and inspirational leadership from practitioners as is evident from the examples provided in this paper which have been further validated by research and evaluation into their efforts.
Keywords
Disabled children; Learners; Inclusion; Rights; Parents; Schools; Community; Society
Subject
Social Sciences, Education
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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