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Imagining disability? Conceptualizations of learners with disabilities and their learning in the pedagogic manuals of international development agencies

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  • Le Fanu, Guy

Abstract

This study examines the contrasting and complementary approaches towards the education of children with disabilities of international development agencies, as reflected in pedagogic manuals produced by these agencies. The efficacy and feasibility of these approaches are assessed in the light of research into the pedagogic requirements of children with disabilities and into pedagogic practices in the South. In the light of this analysis, questions are raised about some of the pedagogic precepts in the manuals. These questions in turn raise questions about the processes of development and dissemination for the manuals. The paper ends by considering the implications of the findings for the Post-2015 Development Agenda.

Suggested Citation

  • Le Fanu, Guy, 2015. "Imagining disability? Conceptualizations of learners with disabilities and their learning in the pedagogic manuals of international development agencies," International Journal of Educational Development, Elsevier, vol. 40(C), pages 267-275.
    • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:267-275
    DOI: 10.1016/j.ijedudev.2014.10.010
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    References listed on IDEAS

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    1. Susie Miles & Lorraine Wapling & Julia Beart, 2011. "Including Deaf Children in Primary Schools in Bushenyi, Uganda: a community-based initiative," Third World Quarterly, Taylor & Francis Journals, vol. 32(8), pages 1515-1525.
    2. Le Fanu, Guy, 2014. "International development, disability, and education: Towards a capabilities-focused discourse and praxis," International Journal of Educational Development, Elsevier, vol. 38(C), pages 69-79.
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