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Learning to See Invisible Children

Inclusion of Children with Disabilities in Central Asia

Edited by Martyn Rouse and Kate Lapham

Publication Year: 2013

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.

Published by: Central European University Press

Cover

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pp. 1-3

Title page

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p. 4-4

Copyright page

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pp. 5-7

Table of Contents

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pp. vii-viii

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Acknowledgements

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pp. ix-11

... The authors and editors give sincere thanks to the people and organizations across the globe who made this publication possible. We would like to thank the ministries of education and science in each country for facilitating access to schools and other research sites, as well as for their dedication to making a transition to inclusive education. ...

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Introduction

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pp. 1-20

In spite of worldwide efforts to achieve Education for All (UNESCO 1990, 2001) and attempts to develop inclusive education, there is very little literature reporting on local and national initiatives to extend educational access to all children in the countries of Central Asia. International published reviews of education and provision for vulnerable and disabled ...

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Tradition, Stigma, and Inclusion: Overcoming Obstacles to Educational Access in Tajikistan

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pp. 21-34

Firuza always knew that her son had the ability to succeed in school. Indeed, she knew that without a rigorous education, he would be relegated to a life of poverty, and without the financial support of her children in her old age, she too would struggle to survive. But the director of the village school, outside the Tajik capital, Dushanbe, refused to allow her son, ...

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Out of the Shadows: The Work of Parents in Inclusive Education in Tajikistan

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pp. 35-50

A knock at the gate breaks the noises of village life on a crisp fall day. A busy mother sorting rice sends her son to the gate to see who has come. The woman at the door is a stranger who begins asking questions about whether there are disabled children in the home. She is doing a survey in the area to count the number of disabled children and is asking basic ques-...

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Parent Activism in Kazakhstan: The Promotion of the Right to Education of Children with Autism by the Ashyk Alem Foundation

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pp. 51-82

This chapter presents a case study of a new organization of parents of children with autism, Ashyk Alem (Open World), in Almaty, Kazakhstan. We look at how parents have come together, what has motivated them, and the ways they have interacted with the existing system of services for children with special needs (mostly health care and education) to demand ...

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Fools Rush In: A Path to Inclusive Education in Petropavlovsk, Kazakhstan

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pp. 83-109

“We are good people,” answered the director of School 13, Lidia Mikhailovna Maslova, when asked why she agreed to collaborate with Shamil Taufikovich Shakshakbaev to enroll 20 students with special needs in her school more than 10 years ago. What started out as an experiment is now a resource for the region and an example of the beginnings of inclusive ...

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“Raising Children without Complexes”: Successes and Shortcomings in Implementing Inclusive Education in Northern Kyrgyzstan

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pp. 111-141

Natasha and two of her classmates are giggling and grinning by the door to their classroom. Today is their day to give a presentation to the rest of the class, and they are giddy at the opportunity to be the center of attention. Their classmates, a blur of fifth-grade energy, are calling across the room to one another, comparing sneakers, arranging notebooks; a bell ...

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Community-based Services in Kyrgyzstan: Umut Nadezhda Rehabilitation Cente

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pp. 143-174

The school day at Umut Nadezhda Rehabilitation Center for students with severe and multiple disabilities begins as children arrive and get off the school van. Teachers, teacher assistants, and volunteers put on their coats (the temperatures are below freezing) and walk outside to greet the children and assist them into the building. Some children walk independently, ...

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Conclusion: The Road Ahead

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pp. 175-184

The path to inclusion for children with disabilities and other special-education needs is long and complex. It has been claimed that inclusion is not a destination but a process of increasing participation and reducing exclusion from the culture, curriculum, and community of mainstream schools (Booth and Ainscow 2002). Setting out upon this journey to ...

List of Contributors

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pp. 185-189

Index

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pp. 191-192

Back cover

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p. 204-204


E-ISBN-13: 9786155225680
Print-ISBN-13: 9786155225673

Page Count: 204
Publication Year: 2013

Edition: first