Assessing El Salvador’s Capacity For Creating Inclusive Educational Opportunities For Students With Disabilities Using A Capacity Assessment Framework

Auteur(s)

  • Glenda Yvonne Hernández

Référence

Hernández, G.Y. (2006). Assessing El Salvador’s capacity for creating inclusive educational opportunities for students with disabilities using a capacity assessment framework. (Doctoral Dissertation, University of Maryland)

Domaines de recherche appliquée

Thématiques

Incapacités

Zones géographiques

Résumé de l'auteur

Hernández used an exploratory case study methodology to investigate the capacity of El Salvador to create inclusive education for children with disabilities. She conducted interviews with government officials, representatives of non-governmental organizations, school administrators, parents and teachers (n=35). She also conducted document reviews (documents and policy reports from relevant organizations in El Salvador including the Ministry of Education; USAID; World Bank) as well as observations conducted in two schools which were identified by local participants as “models” of inclusive educational practice.
The author noted that although El Salvador has a number of advocacy organizations that promote educational access for individuals with disabilities as well as a dedicated government agency (CONAIPD) charged with protecting the rights of individuals with disabilities, there are a number of barriers to inclusive practice. She found that poor quality of primary education in general was a barrier to providing for children with disabilities, specifically lack of adequate teacher training and high pupil teacher ratios. Few opportunities existed for specialized instruction of children with special needs in El Salvador, with only 30 special education schools for students with low-incidence disabilities existing in the country, mainly located in departmental capitals, causing special difficulty for students in rural areas to access the schools. She also reported that there is a need to develop a consistent definition and assessment process as well as the need for teacher training and resources.

Commentaire du Centre Ressources

This study is relevant to several, specific aspects of the CRPD including principles related to Article 24 (4) which addresses the right of persons with disabilities to education and training of teachers as well as in Article 4 (1.i) which emphasizes the obligation of the state to provide training.

Its findings are similar to that of Sabella, which was conducted nearly a decade later in its emphasis on the lack of a consistent definition regarding disability, the lack of teacher training and the need for resources. Practical recommendations directly relate to these issues and include the need for a more consistent definition of disability. It also highlights the need for more training and capacity development for teachers who have students with disabilities in their classrooms.

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