Building International Capacity for an Inclusive Special Education
Marion Felder （ University of Applied Sciences, Koblenz, Germany ）
Mack D. Burke （ Baylor University ）
Bernd Ahrbeck （ International Psychoanalytical University Berlin ）
January Basela （ University of Dodoma ）
Staphord Chalamaganza （ Patandi Teachers' College ）
Alida Sebastian Kauki （ Patandi Teachers' College ）
Ignasia Mligo （ University of Dododma ）
Alphoncina Pembe （ University of Dododma ）
Katrin Schneiders （ Koblenz University of Applied Scienes ）
Gunvor Birkeland Wilhelmsen
https://doi.org/10.37155/2972-3086-0302-5Abstract
The United Nations Convention on the Rights of Persons with Disabilities (CRPD) plays a pivotal role in guiding the capacity building, systems change, and shaping inclusionary school reform initiatives for students with disabilities. This paper explores the impact, perspectives, and implications of using the CRPD framework across three countries—Germany, Tanzania, and the United States—each representing distinct educational systems and frameworks. Varied approaches to responding to the CRPD, inclusionary school reforms, and special education are examined at the local level within these nations, highlighting the unique challenges and issues encountered. The paper investigates critical issues surrounding inclusive education reform, with a particular emphasis on the debate over full inclusion and its implications for special education practices. By reviewing disability and inclusion issues in these diverse settings, this paper underscores the complexities of implementing inclusive special education policies that effectively include students with disabilities while considering sociocultural and national contexts.
Keywords
Inclusion; Special education; Inclusive special education; CRPD; Education reformFull Text
PDFReferences
Ahrbeck, B. (2021). Der dornenreiche Weg zur Inklusion. Frankfurter Allgemeine Zeitung. Retrieved from https://www.faz.net/aktuell/karriere-hochschule/klassenzimmer/inklusion-studie-zeigt-schwierigen-weg-zu-einer-gemeinsamen-schule-17490919.html
Ahrbeck, B., Fickler-Stang, U., Lehmann, R., & Weiland, K. (2021). Anfangserfahrungen mit der Entwicklung der inklusiven Schule in Berlin. Eine exploratorische Studie im Rahmen von Schulversuchen.Waxmann Verlag.
Aristotle. (2004). Nicomachean Ethics (R. Crisp, Trans.). Cambridge University Press.
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277-1295.
Anastasiou, D., Burke, M. D., Wiley, A., & Kauffman, J. M. (2024). The Telos of Special Education: A Tripartite Approach. Exceptionality, https://doi.org/10.1080/09362835.2024.2301819
Anastasiou, D., Gregory, M., & Kauffman, J.M. (2018). Commentary on article 24 of the CRPD: the right to education. In Bantekas, I., Stein, M., & Anastasiou, D. (Eds.), Commentary on the UN Convention on the Rights of Persons with Disabilities. Oxford University Press, pp. 656–704.
Bildungsberichterstattung. (2022). Bildung in Deutschland 2022. Retrieved from https://www.bildungsbericht.de/de/bildungsberichte-seit-2006/bildungsbericht-2022#2
Bonds, B. G. (2019). School-to-Work Transitions for Deaf and Hard-of-Hearing Students in America. JADARA, 35(3). Retrieved from https://nsuworks.nova.edu/jadara/vol35/iss3/4
Brettschneider, A., & Klammer, U. (2020). Vorbeugende Sozialpolitik: Grundlinien eines sozialpolitischen Forschungsprogramms. (FGW-Studie Vorbeugende Sozialpolitik, 01). Düsseldorf Forschungsinstitut für gesellschaftliche Weiterentwicklung e.V. (FGW). https://nbn-resolving.org/urn:nbn:de:0168-ssoar-71317-9
Burke, M. & Felder, M. (2024 in print). Kritische Fragen zur umfassenden Neugestaltung der Bildung von Schülern und Schülerinnen mit dem Schwerpunkt sozial-emotionale Entwicklung - eine internationale Perspektive. In: Markowetz, R., Hennemann, T., Hövel, D. Casale, G. (Hrsg.). Handbuch Förderschwerpunkt emotionale und soziale Entwicklung. Beltz.
Casale, G. (2024, in press) Zwischen Vulnerabilität und Potential: Empirischer Forschungsstand zur inklusiven Bildung von Schülerinnen und Schülern im Förderschwerpunkt Emotionale und soziale Entwicklung. In R. Stein & T. Müller (Eds.), Inklusion im Förderschwerpunkt Emotionale und soziale Entwicklung. Kohlhammer.
Charles, A., & Mkulu, D. G. (2020) Management challenges facing school administrators and pupils’ academic performance in public primary schools in Sengerema District Mwanza, Tanzania. International Journal of Humanities and Education Development (IJHED), 2(3), 191-207.
Cowling, N. (2024) Number of people living in extreme poverty in Tanzania 2016-2025. Retrieved from https://www.statista.com/statistics/1230404/number-of-people-living-in-extreme-poverty-in-tanzania/
CRPD-Committee. (2024). General Comments. Retrieved from https://www.ohchr.org/en/treaty-bodies/crpd/general-comments
CRPD-Committee. (2023). Concluding comments Germany. Retrieved from https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=6QkG1d%2FPPRiCAqhKb7yhsleRIDp%2FbIid%2BwLdltzUl7kjWgN06KyNc3tKXzyrffB8JQg8WesQ%2FAkfYuUACHx7DlRa0gE29kDaGFR6dptQd9%2F5AblnXkLzI1LQLCYOn9pD
CRPD-Committee. (2016). General comment No. 4 on Article 24 - the right to inclusive education. https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-4-article-24-right-inclusive
Connor, D.J. (2020) “I don't like to be told that I view a student with a deficit mindset”: Why it matters that disability studies in education continues to grow. Canadian Journal of Disability Studies, 9, 20–41 Retrieved from: https://cjds.uwaterloo.ca/index.php/cjds/article/view/689/936
Curle D, Jamieson J, Buchanan M, Poon BT, Zaidman-Zait A, Norman N. The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives. J Deaf Stud Deaf Educ. 2017 Jan;22(1), 131-140.
doi: 10.1093/deafed/enw067. Epub 2016 Oct 27. PMID: 27789553.
Deutsches Institut für Menschenrechte. (2023). Parallelbericht. Retrieved from DIMR_Parallelbericht_an_UN-Ausschuss_fuer_die_Rechte_von_Menschen_mit_Behinderungen_2023.pdf
Dela Fuente, J. A. (2021). Implementing inclusive education in the Philippines: College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94-110.
Enact (2022). Human trafficking / Buried alive: Tanzania’s albinos pay the price for superstition. https://enactafrica.org/enact-observer/buried-alive-tanzanias-albinos-pay-the-price-for-superstition
Fangwi, M. L. (2020). Contemporary counselling strategies for persons with disabilities. International Journal of Humanities Social Sciences and Education, 7(9), 58-68.
Felder, M., Basela, J., Mligo, I., Pembe, A., DiNuovo, S., Lopes, J., Olivera, C. Ahrbeck, B., Schneiders, K., Hvidsten, B., Wilhelmsen, G. (2024). International teacher issues in special and inclusive education. In: Kauffman, J.M., Daniel P. Hallahan, D.P., Pullen, P.C. (Eds.) (2024). Handbook of Special Education 3rd edition. Routledge, pp. 938.
Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19-31.
García-Campos, M. D., Canabal, C., & Alba-Pastor, C. (2020). Executive functions in universal design for learning: Moving towards inclusive education. International Journal of Inclusive Education, 24(6), 660-674.
Geleta, A.D. (2019). School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia. International Journal of Technology and Inclusive Education (IJTIE), 8(1), 1364 – 1372.
Gräf, A. (2022): Die Qualitätsoffensive Lehrerbildung – Eine neue Einheit von Forschung und Lehre für eine evidenzbasierte Lehrpraxis?! Pädagogische Korrespondenz, 65, pp. 35-59
Hlatywayo, L., & Ncube, A. C. (2014). The Extent to which Transitional Services Prepare Deaf Learners for Community Participation: the Zimbabwean Case. IOSR Journal Of Humanities And Social Science (IOSR-JHSS)
Vol. 19, Issue 11, pp. 108-113
Holtkamp, C. & Stubican, D. (2021). BTHG-Umsetzung Eingliederungshilfe im SGB IX. Ein Praxishandbuch; S.20-30; 2. Auflage; Walhalla Fachverlag.
Hornby, G. (2014). Inclusive Special Education: Evidence‐Based Practices for Children with Special Needs and Disabilities. Springer.
Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42, 234–5.
Hornby, G., & Kauffman, J. M. (2023). Special education's zombies and their consequences. Support for Learning, 38, 135–145. https://doi.org/10.1111/1467-9604.12451
Hornby, G., Felder, M., Basela, J., Gordon-Gould, P., Mligo, I., Pembe, A., DiNuovo, S., Lopes, J., Olivera, C., Ahrbeck, B., Schneiders, K., Hvidsten, B., Wilhelmsen, G. (2024) The Influence of the CRPD in European Countries and Beyond. In: Kauffman, J.M., Daniel P. Hallahan, D.P., Pullen, P.C. (Eds.) (2024). Handbook of Special Education 3rd edition. Routledge, pp. 913-938.
Kauffman, J.M. (2022) (Ed.) Revitalizing Special Education. Emerald Publishing Limited. https://doi.org/10.1108/978-1-80117-494-720221013
Kauffman, J. M., Anastasiou, A., Hornby, G., Lopes, J., Burke, M. D., Ahrbeck, A., Felder, M. & Wiley, A. (2023). Imagining and Reimagining the Future of Special and Inclusive Education Sciences, 12, 1-22. https://doi.org/10.3390/educsci12120903
Kauffman, J. M., Felder, M., Ahrbeck, B., Badar, J., & Schneiders, K. (2018). Inclusion of “All” Students in General Education? International Appeal for A More Temperate Approach to Inclusion. Journal of International Special Needs Education, 21(2), 1-10. https://doi.org/10.9782/17-00009
Kimaro, A. R., & Kileo, S. E. (2023). Factors Contributing to Low Academic Achievement Among Pupils with Hearing Impairment: A Case of Selected Inclusive Primary Schools in Dodoma Municipality, Tanzania. Tanzania. Journal of Adult Education JAET June 2023, Vol. 25, Issue 1, pp. 17-40. eISSN:2961-6271(Online)
Kyzar, K., Brady, S., Summers, J. A., & Turnbull, A. (2020). Family quality of life and partnership for families of students with deaf-blindness. Remedial and Special Education, 41(1), 50-62.
Kyzar, K. B., Brady, S. E., Summers, J. A., Haines, S. J., & Turnbull, A. P. (2016). Services and supports, partnership, and family quality of life: Focus on deaf-blindness. Exceptional Children, 83(1), 77-91.
Mapunda, P. H., Omollo, A. D., & Bali, T. A. (2017). Challenges in identifying and serving students with special needs in Dodoma, Tanzania. International Journal of Child Care and Education Policy, 11, 1-16.
Mkama, I. (2021). An In-depth Exploration of the First Phase of Inclusive Deaf Education in Tanzania. University of the Witwatersrand.
Mkama, I., & Storbeck, C. (2023). The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools. International Journal of Learning and Change, 15(1), 85-95.
MoEVT. (2009). National Strategy on Inclusive Education 2009-2017. Dar es salaam: URT.
https://www.rodra.co.za/images/countries/tanzania/policies/Inclusive_Education_Strategy%202009%20-%202017.pdf
Ndomondo, E. (2015). Educating children with albinism in Tanzanian regular secondary schools: challenges and opportunities. International Journal of Education and Research, 3(6), 391-400. Retrieved from https://www.ijern.com/journal/2015/June-2015/32.pdf
NHS (2023). Albinism. Retrieved from https://www.nhs.uk/conditions/albinism/
Possi, M. K., & Milinga, J. R. (2017). Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future. Educational Process: International Journal, 6(4), 55-73.
Rackles, M. (2024). Neue Lehrkräfte braucht das Land.
https://rackles.com/wp-content/uploads/2024/03/Broschuere-Lehrkraeftebildung-RLS-Rackles.pdf
Rishaelly, C. E. (2017). Factors influencing academic performance of hearing impaired students in inclusive education: a case of Moshi technical secondary school.Doctoral dissertation, The Open University of Tanzania.
Schumann, B. (2024). Die Geschichte vom alten Wein in neuen Schläuchen. Retrieved from
https://bildungsklick.de/schule/detail/die-geschichte-vom-alten-wein-in-neuen-schlaeuchen
Slee, R. (2018) Inclusive education isn't dead, it just smells funny. New York: Routledge.
Tanure Alves, M. L., de Souza, J. V., Grenier, M., & Lieberman, L. (2024). The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion. International Journal of Inclusive Education, 28(3), 231-246.
Taylor, J. L., & Sailor, W. (2023). A case for systems change in special education. Remedial and Special Education, 1(1), 1-11. https://doi.org/10.1177/07419325231181385
UNESCO. (1990). World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000127583
UNESCO. (1994) The Salamanca Statement and Framework for Action on Special Needs Education: World Conference on Special Needs Education: Access and Quality. Paris: UNESCO.
United Nations. (2006). Convention on the Rights of Persons with Disabilities. Retrieved from https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
United Nations. (1989). Convention on the rights of the child.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
Wilson-Clark, G., & Saha, S. (2019). Transitions from school to work. UNICEF Technical Note.
World Bank (2024). Data for Tanzania, Germany, United States. Retrieved from https://data.worldbank.org/?locations=TZ-DE-US
Worldometer (2024). Tanzania population. Retrieved from https://www.worldometers.info/world-population/tanzania-population/
Xie, Y. H., Potměšil, M., & Peters, B. (2014). Children who are deaf or hard of hearing in inclusive educational settings: A literature review on interactions with peers. Journal of deaf studies and deaf education, 19(4), 423-437.
Yell, M.L. and Prince, A.T. (2022), Why the Continuum of Alternative Placements Is Essential, Kauffman, J.M. (Ed.) Revitalizing Special Education, Emerald Publishing Limited, pp. 59-78.
Zatta, M., & McGinnity, B. (2016). An overview of transition planning for students who are deafblind. American Annals of the Deaf, 161(4), 474-485.
Zigmond, N., & Baker, J. M. (1996). Full Inclusion for Students with Learning Disabilities: Too Much of a Good Thing? Theory Into Practice, 35(1), 26-34. https://www.jstor.org/stable/1476336
Zigmond, N., Kloo, A., & Volonino, V. (2009). What, Where, and How? Special Education in the Climate of Full Inclusion. Exceptionality, 17(4), 189-204. DOI: 10.1080/09362830903231986.
Ahrbeck, B., Fickler-Stang, U., Lehmann, R., & Weiland, K. (2021). Anfangserfahrungen mit der Entwicklung der inklusiven Schule in Berlin. Eine exploratorische Studie im Rahmen von Schulversuchen.Waxmann Verlag.
Aristotle. (2004). Nicomachean Ethics (R. Crisp, Trans.). Cambridge University Press.
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277-1295.
Anastasiou, D., Burke, M. D., Wiley, A., & Kauffman, J. M. (2024). The Telos of Special Education: A Tripartite Approach. Exceptionality, https://doi.org/10.1080/09362835.2024.2301819
Anastasiou, D., Gregory, M., & Kauffman, J.M. (2018). Commentary on article 24 of the CRPD: the right to education. In Bantekas, I., Stein, M., & Anastasiou, D. (Eds.), Commentary on the UN Convention on the Rights of Persons with Disabilities. Oxford University Press, pp. 656–704.
Bildungsberichterstattung. (2022). Bildung in Deutschland 2022. Retrieved from https://www.bildungsbericht.de/de/bildungsberichte-seit-2006/bildungsbericht-2022#2
Bonds, B. G. (2019). School-to-Work Transitions for Deaf and Hard-of-Hearing Students in America. JADARA, 35(3). Retrieved from https://nsuworks.nova.edu/jadara/vol35/iss3/4
Brettschneider, A., & Klammer, U. (2020). Vorbeugende Sozialpolitik: Grundlinien eines sozialpolitischen Forschungsprogramms. (FGW-Studie Vorbeugende Sozialpolitik, 01). Düsseldorf Forschungsinstitut für gesellschaftliche Weiterentwicklung e.V. (FGW). https://nbn-resolving.org/urn:nbn:de:0168-ssoar-71317-9
Burke, M. & Felder, M. (2024 in print). Kritische Fragen zur umfassenden Neugestaltung der Bildung von Schülern und Schülerinnen mit dem Schwerpunkt sozial-emotionale Entwicklung - eine internationale Perspektive. In: Markowetz, R., Hennemann, T., Hövel, D. Casale, G. (Hrsg.). Handbuch Förderschwerpunkt emotionale und soziale Entwicklung. Beltz.
Casale, G. (2024, in press) Zwischen Vulnerabilität und Potential: Empirischer Forschungsstand zur inklusiven Bildung von Schülerinnen und Schülern im Förderschwerpunkt Emotionale und soziale Entwicklung. In R. Stein & T. Müller (Eds.), Inklusion im Förderschwerpunkt Emotionale und soziale Entwicklung. Kohlhammer.
Charles, A., & Mkulu, D. G. (2020) Management challenges facing school administrators and pupils’ academic performance in public primary schools in Sengerema District Mwanza, Tanzania. International Journal of Humanities and Education Development (IJHED), 2(3), 191-207.
Cowling, N. (2024) Number of people living in extreme poverty in Tanzania 2016-2025. Retrieved from https://www.statista.com/statistics/1230404/number-of-people-living-in-extreme-poverty-in-tanzania/
CRPD-Committee. (2024). General Comments. Retrieved from https://www.ohchr.org/en/treaty-bodies/crpd/general-comments
CRPD-Committee. (2023). Concluding comments Germany. Retrieved from https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=6QkG1d%2FPPRiCAqhKb7yhsleRIDp%2FbIid%2BwLdltzUl7kjWgN06KyNc3tKXzyrffB8JQg8WesQ%2FAkfYuUACHx7DlRa0gE29kDaGFR6dptQd9%2F5AblnXkLzI1LQLCYOn9pD
CRPD-Committee. (2016). General comment No. 4 on Article 24 - the right to inclusive education. https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-4-article-24-right-inclusive
Connor, D.J. (2020) “I don't like to be told that I view a student with a deficit mindset”: Why it matters that disability studies in education continues to grow. Canadian Journal of Disability Studies, 9, 20–41 Retrieved from: https://cjds.uwaterloo.ca/index.php/cjds/article/view/689/936
Curle D, Jamieson J, Buchanan M, Poon BT, Zaidman-Zait A, Norman N. The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives. J Deaf Stud Deaf Educ. 2017 Jan;22(1), 131-140.
doi: 10.1093/deafed/enw067. Epub 2016 Oct 27. PMID: 27789553.
Deutsches Institut für Menschenrechte. (2023). Parallelbericht. Retrieved from DIMR_Parallelbericht_an_UN-Ausschuss_fuer_die_Rechte_von_Menschen_mit_Behinderungen_2023.pdf
Dela Fuente, J. A. (2021). Implementing inclusive education in the Philippines: College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94-110.
Enact (2022). Human trafficking / Buried alive: Tanzania’s albinos pay the price for superstition. https://enactafrica.org/enact-observer/buried-alive-tanzanias-albinos-pay-the-price-for-superstition
Fangwi, M. L. (2020). Contemporary counselling strategies for persons with disabilities. International Journal of Humanities Social Sciences and Education, 7(9), 58-68.
Felder, M., Basela, J., Mligo, I., Pembe, A., DiNuovo, S., Lopes, J., Olivera, C. Ahrbeck, B., Schneiders, K., Hvidsten, B., Wilhelmsen, G. (2024). International teacher issues in special and inclusive education. In: Kauffman, J.M., Daniel P. Hallahan, D.P., Pullen, P.C. (Eds.) (2024). Handbook of Special Education 3rd edition. Routledge, pp. 938.
Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19-31.
García-Campos, M. D., Canabal, C., & Alba-Pastor, C. (2020). Executive functions in universal design for learning: Moving towards inclusive education. International Journal of Inclusive Education, 24(6), 660-674.
Geleta, A.D. (2019). School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia. International Journal of Technology and Inclusive Education (IJTIE), 8(1), 1364 – 1372.
Gräf, A. (2022): Die Qualitätsoffensive Lehrerbildung – Eine neue Einheit von Forschung und Lehre für eine evidenzbasierte Lehrpraxis?! Pädagogische Korrespondenz, 65, pp. 35-59
Hlatywayo, L., & Ncube, A. C. (2014). The Extent to which Transitional Services Prepare Deaf Learners for Community Participation: the Zimbabwean Case. IOSR Journal Of Humanities And Social Science (IOSR-JHSS)
Vol. 19, Issue 11, pp. 108-113
Holtkamp, C. & Stubican, D. (2021). BTHG-Umsetzung Eingliederungshilfe im SGB IX. Ein Praxishandbuch; S.20-30; 2. Auflage; Walhalla Fachverlag.
Hornby, G. (2014). Inclusive Special Education: Evidence‐Based Practices for Children with Special Needs and Disabilities. Springer.
Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42, 234–5.
Hornby, G., & Kauffman, J. M. (2023). Special education's zombies and their consequences. Support for Learning, 38, 135–145. https://doi.org/10.1111/1467-9604.12451
Hornby, G., Felder, M., Basela, J., Gordon-Gould, P., Mligo, I., Pembe, A., DiNuovo, S., Lopes, J., Olivera, C., Ahrbeck, B., Schneiders, K., Hvidsten, B., Wilhelmsen, G. (2024) The Influence of the CRPD in European Countries and Beyond. In: Kauffman, J.M., Daniel P. Hallahan, D.P., Pullen, P.C. (Eds.) (2024). Handbook of Special Education 3rd edition. Routledge, pp. 913-938.
Kauffman, J.M. (2022) (Ed.) Revitalizing Special Education. Emerald Publishing Limited. https://doi.org/10.1108/978-1-80117-494-720221013
Kauffman, J. M., Anastasiou, A., Hornby, G., Lopes, J., Burke, M. D., Ahrbeck, A., Felder, M. & Wiley, A. (2023). Imagining and Reimagining the Future of Special and Inclusive Education Sciences, 12, 1-22. https://doi.org/10.3390/educsci12120903
Kauffman, J. M., Felder, M., Ahrbeck, B., Badar, J., & Schneiders, K. (2018). Inclusion of “All” Students in General Education? International Appeal for A More Temperate Approach to Inclusion. Journal of International Special Needs Education, 21(2), 1-10. https://doi.org/10.9782/17-00009
Kimaro, A. R., & Kileo, S. E. (2023). Factors Contributing to Low Academic Achievement Among Pupils with Hearing Impairment: A Case of Selected Inclusive Primary Schools in Dodoma Municipality, Tanzania. Tanzania. Journal of Adult Education JAET June 2023, Vol. 25, Issue 1, pp. 17-40. eISSN:2961-6271(Online)
Kyzar, K., Brady, S., Summers, J. A., & Turnbull, A. (2020). Family quality of life and partnership for families of students with deaf-blindness. Remedial and Special Education, 41(1), 50-62.
Kyzar, K. B., Brady, S. E., Summers, J. A., Haines, S. J., & Turnbull, A. P. (2016). Services and supports, partnership, and family quality of life: Focus on deaf-blindness. Exceptional Children, 83(1), 77-91.
Mapunda, P. H., Omollo, A. D., & Bali, T. A. (2017). Challenges in identifying and serving students with special needs in Dodoma, Tanzania. International Journal of Child Care and Education Policy, 11, 1-16.
Mkama, I. (2021). An In-depth Exploration of the First Phase of Inclusive Deaf Education in Tanzania. University of the Witwatersrand.
Mkama, I., & Storbeck, C. (2023). The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools. International Journal of Learning and Change, 15(1), 85-95.
MoEVT. (2009). National Strategy on Inclusive Education 2009-2017. Dar es salaam: URT.
https://www.rodra.co.za/images/countries/tanzania/policies/Inclusive_Education_Strategy%202009%20-%202017.pdf
Ndomondo, E. (2015). Educating children with albinism in Tanzanian regular secondary schools: challenges and opportunities. International Journal of Education and Research, 3(6), 391-400. Retrieved from https://www.ijern.com/journal/2015/June-2015/32.pdf
NHS (2023). Albinism. Retrieved from https://www.nhs.uk/conditions/albinism/
Possi, M. K., & Milinga, J. R. (2017). Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future. Educational Process: International Journal, 6(4), 55-73.
Rackles, M. (2024). Neue Lehrkräfte braucht das Land.
https://rackles.com/wp-content/uploads/2024/03/Broschuere-Lehrkraeftebildung-RLS-Rackles.pdf
Rishaelly, C. E. (2017). Factors influencing academic performance of hearing impaired students in inclusive education: a case of Moshi technical secondary school.Doctoral dissertation, The Open University of Tanzania.
Schumann, B. (2024). Die Geschichte vom alten Wein in neuen Schläuchen. Retrieved from
https://bildungsklick.de/schule/detail/die-geschichte-vom-alten-wein-in-neuen-schlaeuchen
Slee, R. (2018) Inclusive education isn't dead, it just smells funny. New York: Routledge.
Tanure Alves, M. L., de Souza, J. V., Grenier, M., & Lieberman, L. (2024). The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion. International Journal of Inclusive Education, 28(3), 231-246.
Taylor, J. L., & Sailor, W. (2023). A case for systems change in special education. Remedial and Special Education, 1(1), 1-11. https://doi.org/10.1177/07419325231181385
UNESCO. (1990). World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000127583
UNESCO. (1994) The Salamanca Statement and Framework for Action on Special Needs Education: World Conference on Special Needs Education: Access and Quality. Paris: UNESCO.
United Nations. (2006). Convention on the Rights of Persons with Disabilities. Retrieved from https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
United Nations. (1989). Convention on the rights of the child.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
Wilson-Clark, G., & Saha, S. (2019). Transitions from school to work. UNICEF Technical Note.
World Bank (2024). Data for Tanzania, Germany, United States. Retrieved from https://data.worldbank.org/?locations=TZ-DE-US
Worldometer (2024). Tanzania population. Retrieved from https://www.worldometers.info/world-population/tanzania-population/
Xie, Y. H., Potměšil, M., & Peters, B. (2014). Children who are deaf or hard of hearing in inclusive educational settings: A literature review on interactions with peers. Journal of deaf studies and deaf education, 19(4), 423-437.
Yell, M.L. and Prince, A.T. (2022), Why the Continuum of Alternative Placements Is Essential, Kauffman, J.M. (Ed.) Revitalizing Special Education, Emerald Publishing Limited, pp. 59-78.
Zatta, M., & McGinnity, B. (2016). An overview of transition planning for students who are deafblind. American Annals of the Deaf, 161(4), 474-485.
Zigmond, N., & Baker, J. M. (1996). Full Inclusion for Students with Learning Disabilities: Too Much of a Good Thing? Theory Into Practice, 35(1), 26-34. https://www.jstor.org/stable/1476336
Zigmond, N., Kloo, A., & Volonino, V. (2009). What, Where, and How? Special Education in the Climate of Full Inclusion. Exceptionality, 17(4), 189-204. DOI: 10.1080/09362830903231986.
Copyright © 2025 Marion Felder , Mack D. Burke, Bernd Ahrbeck, January Basela, Staphord Chalamaganza, Alida Sebastian Kauki, Ignasia Mligo, Alphoncina Pembe, Katrin Schneiders, Gunvor Birkeland Wilhelmsen
Publishing time:2024-09-06
This work is licensed under a Creative Commons Attribution 4.0 International License
Email
Location