04821nam a22005895i 4500 978-3-031-64549-5 DE-He213 20251030112934.0 cr nn 008mamaa 240903s2024 sz | s |||| 0|eng d 9783031645495 978-3-031-64549-5 10.1007/978-3-031-64549-5 doi K3236-3268.5 JPVH bicssc LAW013000 bisacsh JPVH thema Inclusive Education Developments in Africa [electronic resource] / edited by Ngozi Chuma Umeh. 1st ed. 2024. Cham : Springer Nature Switzerland : Imprint: Springer, 2024. VII, 145 p. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Ius Gentium: Comparative Perspectives on Law and Justice, 2214-9902 ; 117 Assessment of the implementation of inclusive education policy among stakeholders in Abia state, Nigeria -- ‘Education for all’: Advancing access to inclusive education practices for learners with disabilities in Delta State, Nigeria -- Access to inclusive education for learners with disabilities in Nigeria: Discursive interpretation of findings -- Masking and Unmasking Child Rights Through Inclusive Education -- Non- discrimination as a ‘silver bullet’ to inclusive education for persons with disabilities in Africa -- The realisation of the right to higher education of persons with disabilities during the COVID-19 pandemic: Some reflections on the South Africa’s (non) inclusive response -- Education for Persons with Disabilities in Tanzania: Assessment of Policy and Legal Framework Efficiency. This book contributes to the discourse on disability in Africa as an issue of systemic exclusion characterized by the discrimination and often complete segregation of persons with disabilities (PWDs) in various African countries. Despite the inclusive promise of the Convention on the Rights of Persons with Disabilities (CRPD) as well as the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Persons with Disabilities in Africa, the situation has not actually improved for PWDs in Africa. Given the powerful evidence of the devaluation of PWDs in connection with the COVID-19 pandemic, it is high time to reflect on the experiences of persons with disabilities in education, along with other forms of discrimination they encounter. The book’s respective chapters assess how well the existing legal frameworks, policies and practices in most African countries have met the needs for inclusion of children and adults with disabilities. The social and economic rights of persons with disabilities are protected in the constitutions of most countries and enshrined in the normative frameworks that most African leaders have adopted and ratified. These commitments need to be borne in mind when thinking about the present and the future. Inclusive development is an investment and must be viewed as part of a package of reforms that are connected to substantive social protection and improvements in realizing other socio-economic goods. Indeed, a range of alliances are needed to advance the goals of ‘leaving no one behind’, ensuring ‘education for all’, and delivering on the African Union’s call for the development of policies, programmes and requisite budgets for the realization of inclusive education for persons with disabilities. Human rights. 58427 Private international law. 65660 Conflict of laws. 65661 International law. 58292 Comparative law. 65662 People with disabilities Education. 67591 Human Rights. 58427 Private International Law, International and Foreign Law, Comparative Law. 65667 Public International Law. 57414 Education and Disability. 67592 Umeh, Ngozi Chuma. editor. edt http://id.loc.gov/vocabulary/relators/edt 83604 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783031645488 Printed edition: 9783031645501 Printed edition: 9783031645518 Ius Gentium: Comparative Perspectives on Law and Justice, 2214-9902 ; 117 14932 https://doi.org/10.1007/978-3-031-64549-5 ZDB-2-LCR ZDB-2-SXLC 63060 63060