Disability, Human Rights and Education: Cross Cultural Perspectives

By Felicity Armstrong; Len Barton | Go to book overview

Index
ability
understandings of, 150–1
see also rights-ability perspective
Aborigines, rights of, 120
academic approach, 103–4
Asia
equality and rights in, 72–3, 75, 77
importation of Western ideas, 73–4, 80, 81–3
see also Bangladesh; Pakistan
assessment
and categorization, 137, 139–42, 194, 201–2, 221, 222–3
of special needs, 113, 223
assimilation, 127
Association for Special Education of Trinidad and Tobago (TASETT), 35
Australia
lack of disability politics in, 121
race issues in, 119–20
supporting human rights in education, 126–8
transgressions of human rights in, 122–6
backlash against inclusion, 88–9, 90–1
Bangladesh
attitudes to disability, 78–80
compared with Pakistan, 81
historical context, 68
services for disabled children, 80–1
socio-cultural context, 78–80
tradition and innovation in Bengal, 68–9
Barnes, C, 212
Basic Education Project (Trinidad and Tobago), 29
Bengal
special education in, 69
traditional schools and innovation in, 68–9
see also Bangladesh
Bhattacharyya, K., 70
Binet, A., 137, 138
bureaucratic discourse of special education, 125
Canada
access to education in, 91–2
Eaton case, 92–4
changing approach to inclusive education, 96–8
equality law in, 92, 94, 108–9
inclusive education debate in, 87–9
Canadian International Development Agency (CLDA), 34
carers, women as, 79
charity
Chinese attitudes to, 42
Isalmic approach to, 73
Malinga's views of, 14
model in Cyprus, 179–80, 183–4, 185
Radio-Marathon, 178–84

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