PDF(Pubmed)
Abstract：
A large gap in provision of services for children with developmental disabilities (DD) has been identified in Ethiopia, especially in the education system. Including children with disabilities in mainstream schools is encouraged by policies, but progress in this direction has been limited. This study aimed to explore stakeholders\' perspectives on contextual factors relevant for inclusive education for children with DD in mainstream schools in Ethiopia, with a focus on Adis Ababa. Data were collected through semi-structured interviews with 39 local stakeholders, comprising caregivers of children with DD, school teachers and principals/managers, non-governmental organisation representatives, government officials, clinicians and academics/consultants. We used template analysis to code the data and map them onto domains of the Context and Setting dimensions of the Context and Implementation of Complex Interventions framework. Stakeholders discussed frameworks in the Legal and Ethical context endorsing the right of all children to education. However, they reported multiple reasons why children with DD in Ethiopia have limited access to education, either in special or mainstream schools. First, individual features, such as gender and support needs, discussed in the Epidemiological context, may affect the likelihood of a child with DD to be accepted in school. Transportation challenges are a key barrier in the Geographical context. Socio-economic and Socio-cultural contexts present barriers at the levels of the nation, school and family, mostly related to limited services and material and financial resources and limited awareness of DD. Stakeholders believe the currently limited but growing commitment in the Political context can support progress towards the removal of these barriers. Our findings can form the basis for development of an implementation plan that addresses such barriers and capitalises on existing facilitators.
摘要：
埃塞俄比亚发现，在为有发育障碍的儿童提供服务方面存在很大差距，尤其是在教育系统中。政策鼓励将残疾儿童纳入主流学校，但是这方面的进展是有限的。本研究旨在探索利益相关者对埃塞俄比亚主流学校DD儿童包容性教育相关情境因素的看法，重点是AdisAbaba.数据是通过与39个当地利益相关者的半结构化访谈收集的，包括DD儿童的看护人，学校教师和校长/经理，非政府组织代表，政府官员,临床医生和学者/顾问。我们使用模板分析对数据进行编码，并将其映射到上下文的域和上下文的设置维度以及复杂干预框架的实现。利益相关者讨论了在法律和道德背景下认可所有儿童受教育权利的框架。然而,他们报告了埃塞俄比亚患有DD的儿童受教育机会有限的多种原因，在特殊或主流学校。首先,个体特征,例如性别和支持需求，在流行病学背景下讨论，可能会影响患有DD的孩子被学校接受的可能性。交通挑战是地理背景下的一个关键障碍。社会经济和社会文化背景在国家层面上存在障碍，学校和家庭,主要与有限的服务、物质和财政资源以及对DD的认识有限有关。利益相关者认为，目前在政治背景下有限但不断增长的承诺可以支持消除这些障碍的进展。我们的发现可以为制定解决此类障碍并利用现有促进者的实施计划奠定基础。
