Building Bridges between Global Concepts and Local Contexts: Implications for Inclusive Education in Nepal, Sri Lanka, and Bangladesh

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  • Author(s): Beutel, Denise (ORCID Beutel, Denise (ORCID 0000-0002-5044-836X); Tangen, Donna; Carrington, Suzanne (ORCID Carrington, Suzanne (ORCID 0000-0001-8944-7674)
  • Language:
    English
  • Source:
    International Journal of Inclusive Education. 2019 23(1):109-124.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Inclusion; Disabilities; Awards; Program Descriptions; Foreign Countries; Faculty Development; Teacher Attitudes; Special Education; Sustainability; Study Abroad; Student Diversity; Developing Nations; Financial Support; Program Evaluation; College Faculty
    • Subject Terms:
      Nepal; Bangladesh; Sri Lanka; Australia
    • Accession Number:
      10.1080/13603116.2018.1514763
    • ISSN:
      1360-3116
    • Abstract:
      This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept, and how such knowledge could then be implemented in the local context. While in Brisbane, participants completed a Return to Work Plan (RWP) indicating how they anticipated applying their new knowledge in their respective workplaces. Data were collected both pre- and post-programme with follow-up individual interviews and focus groups once they returned to their home countries. Findings revealed that participants gained a broader understanding of inclusive education and 'diversity' that counter the perception of inclusion as restricted to only a specific area of 'special education'. For many participants, work habits changed as they applied their learning to include a greater range of diversity in their home countries. While the initial impact appeared localised, there were positive indications for longer-term sustainability. This research may assist other educators from developing countries to maximise the benefit of participation in similar short course programmes.
    • Abstract:
      As Provided
    • Number of References:
      35
    • Publication Date:
      2018
    • Accession Number:
      EJ1198751