In this Book

Learning to See Invisible Children
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summary
Contains six case studies that address a significant aspect or specific phenomenon in the local context of inclusive education or social inclusion in Kazakhstan, Kyrgyzstan, and Tajikistan. The cases raise a number of questions relating to the purpose and nature of schooling, about who should have access to schools and how such access might be negotiated. These cases also ask questions about the respective roles of policy, parents, civic society, advocacy groups, professionals, NGOs, and government agencies. It considers how notions of disability are constructed in the region. In particular it looks at some of the ways in which the Soviet legacy of “defectology” still informs policy and practice today.

Table of Contents

  1. Cover
  2. pp. 1-3
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  1. Title page
  2. pp. 4-4
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  1. Copyright page
  2. pp. 5-7
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  1. Table of Contents
  2. pp. vii-viii
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  1. Acknowledgements
  2. pp. ix-11
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  1. Introduction
  2. pp. 1-20
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  1. Tradition, Stigma, and Inclusion: Overcoming Obstacles to Educational Access in Tajikistan
  2. pp. 21-34
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  1. Out of the Shadows: The Work of Parents in Inclusive Education in Tajikistan
  2. pp. 35-50
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  1. Parent Activism in Kazakhstan: The Promotion of the Right to Education of Children with Autism by the Ashyk Alem Foundation
  2. pp. 51-82
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  1. Fools Rush In: A Path to Inclusive Education in Petropavlovsk, Kazakhstan
  2. pp. 83-109
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  1. “Raising Children without Complexes”: Successes and Shortcomings in Implementing Inclusive Education in Northern Kyrgyzstan
  2. pp. 111-141
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  1. Community-based Services in Kyrgyzstan: Umut Nadezhda Rehabilitation Cente
  2. pp. 143-174
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  1. Conclusion: The Road Ahead
  2. pp. 175-184
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  1. List of Contributors
  2. pp. 185-189
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  1. Index
  2. pp. 191-192
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  1. Back cover
  2. pp. 204-204
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