Voices of Out-of-Secondary School Peruvian Youth on School Participation

Jinhee Kim Although it is widely recognised that youth in secondary education (SE) face supply and demand constraints for participants in SE, the perceived value of SE and the choice of SE participation, particularly for youth in rural areas, are not well incorporated into most educational strategies and programmes. The purpose of this study is … Continue reading →

How Can We Perceive Education As inclusive? A study on the perspective of the inclusive education of people with a visual impairment in Sudan

How Can We Perceive Education As inclusive? A study on the perspective of the inclusive education of people with a visual impairment in Sudan Kentaro Fukuchi This research explores how people with visual impairment in Sudan regard education as either inclusive or exclusive. Drawing on the capability approach, the research explores what is important to people with … Continue reading →

Primary School Teachers’ Perceptions of Enablement for Inclusive Classrooms: An Empirical Study of Inclusive Education in Bangladesh

Primary School Teachers’ Perceptions of Enablement for Inclusive Classrooms: An Empirical Study of Inclusive Education in Bangladesh Marisa Hayden This empirical study investigates teachers’ perceptions of enabling factors to create inclusive classrooms for children with disabilities (CWD). The key enabling factors have been situated within the framework of knowledge, skills, and beliefs. Semi-structured interviews were … Continue reading →