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EJ961499 - Access to Education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities

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ERIC #:	EJ961499
Title:	Access to Education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities
Authors:	Chataika, Tsitsi; Mckenzie, Judith Anne; Swart, Estelle; Lyner-Cleophas, Marcia
Descriptors:	Evidence; Conferences (Gatherings); Disabilities; Foreign Countries; Access to Education; Accessibility (for Disabled); Civil Rights; Civil Rights Legislation; Inclusion; Educational Policy; Educational Practices; Theory Practice Relationship; Planning Commissions; International Organizations; Context Effect; Advocacy; Consciousness Raising; Capacity Building; Educational Resources; Early Intervention; African Studies
Source:	Disability & Society, v27 n3 p385-398 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	14
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This fluid network was established to address the gap between research and practice in the region. The article reports proceedings and the emerging themes from the Education, Training and Work Commission; one of the six commissions of this Symposium, focusing specifically on the education aspect. It also challenges various stakeholders to move from evidence to action to ensure the educational rights of disabled people in inclusive settings. (Contains 1 note.)
Abstractor:	As Provided
Reference Count:	43

Note:	N/A
Identifiers:	Africa
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0968-7599
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Higher Education
Direct Link:	http://dx.doi.org/10.1080/09687599.2012.654989

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