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020 _a9783031645495
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024 7 _a10.1007/978-3-031-64549-5
_2doi
050 4 _aK3236-3268.5
072 7 _aJPVH
_2bicssc
072 7 _aLAW013000
_2bisacsh
072 7 _aJPVH
_2thema
245 1 0 _aInclusive Education Developments in Africa
_h[electronic resource] /
_cedited by Ngozi Chuma Umeh.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aVII, 145 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
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490 1 _aIus Gentium: Comparative Perspectives on Law and Justice,
_x2214-9902 ;
_v117
505 0 _aAssessment 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.
520 _aThis 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.
650 0 _aHuman rights.
_958427
650 0 _aPrivate international law.
_965660
650 0 _aConflict of laws.
_965661
650 0 _aInternational law.
_958292
650 0 _aComparative law.
_965662
650 0 _aPeople with disabilities
_xEducation.
_967591
650 1 4 _aHuman Rights.
_958427
650 2 4 _aPrivate International Law, International and Foreign Law, Comparative Law.
_965667
650 2 4 _aPublic International Law.
_957414
650 2 4 _aEducation and Disability.
_967592
700 1 _aUmeh, Ngozi Chuma.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_983604
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031645488
776 0 8 _iPrinted edition:
_z9783031645501
776 0 8 _iPrinted edition:
_z9783031645518
830 0 _aIus Gentium: Comparative Perspectives on Law and Justice,
_x2214-9902 ;
_v117
_914932
856 4 0 _uhttps://doi.org/10.1007/978-3-031-64549-5
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