Document Type
Article
Publication Date
12-2018
Journal Title
Journal of Early Childhood Studies
Volume Number
2
Issue Number
2
First Page
397
Last Page
413
DOI
doi.org/10.24130/eccd-jecs.196720182273
Version
Publisher PDF: the final published version of the article, with professional formatting and typesetting
Creative Commons License
This work is licensed under a CC BY-NC License
Keywords
indigenous knowledge, disability, inclusive education, early childhood, cultural competence
Disciplines
Education
Abstract
Using examples from the author’s experiences in Cambodia, India and the US, the paper cautions against the trend of unconditional transfer of policies and practices in inclusive education prevalent in the US, or “first generation inclusive education” countries (Kozleski & Artiles, 2014) to “second generation inclusive education countries”. Differences in political, economic, social and cultural climates make these transfers less applicable in the new contexts and therefore less effective. The paper examines specific challenges relating to implementing inclusive education and in identifying and labeling students, and suggests the need to consider indigenous or local knowledge to develop more appropriate policies and practices.
Original Publication Citation
Kalyanpur, M. (2018). Using indigenous knowledge to provide educational services for children with disabilities. Journal of Early Childhood Studies, 2(2), 397–413. http://dx.doi.org/10.24130/eccd-jecs.196720182273
Digital USD Citation
Kalyanpur, Maya PhD, "Using Indigenous Knowledge to Provide Educational Services for Children with Disabilities" (2018). School of Leadership and Education Sciences: Faculty Scholarship. 79.
https://digital.sandiego.edu/soles-faculty/79