Inclusive Education and Environment for Students with Special Needs in Nepal
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The purpose of this article is to study the status of Nepal’s existing inclusive education policy and implementation process. As Nepal’s research and current report show that inclusive educational practice is not being satisfactorily implemented. It is so because of the absence of support services, relevant materials, adequately qualified special education teachers, funding as well as structures and systems. Until both concepts and policies are expressed clearly and accurately, meaningful implementation of inclusive education will remain challenging. Based on the initial findings, it is suggested that the government of Nepal should revise teacher training programs, train all teachers in inclusive education methods, and improve the monitoring of education for all children.
Abstract
The purpose of this article is to study the status of Nepal’s existing inclusive education policy and implementation process. As Nepal’s research and current report show that inclusive educational practice is not being satisfactorily implemented. It is so because of the absence of support services, relevant materials, adequately qualified special education teachers, funding as well as structures and systems. Until both concepts and policies are expressed clearly and accurately, meaningful implementation of inclusive education will remain challenging. Based on the initial findings, it is suggested that the government of Nepal should revise teacher training programs, train all teachers in inclusive education methods, and improve the monitoring of education for all children.
참고문헌 (35)
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