THE CHALLENGES DISABLED CHILDREN FACE IN PURSUIT OF FORMAL EDUCATION UNDER SOCIAL WORK PRACTICE IN THE IBANDA AREA OF THE DEMOCRATIC REPUBLIC OF CONGO /
Kahoya, Ingrid Nyota
THE CHALLENGES DISABLED CHILDREN FACE IN PURSUIT OF FORMAL EDUCATION UNDER SOCIAL WORK PRACTICE IN THE IBANDA AREA OF THE DEMOCRATIC REPUBLIC OF CONGO / INGRID NYOTA KAHOYA; SUPERVISOR: ASSOC. PROF. DR. BİLGE ÖNAL DÖLEK - xii, 65 sheets: tables; 30 cm. 1 CD ROM
Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Social Work Department
Includes References (sheets 57-60)
ABSTRACT
The study intends to assess the difficulties faced by disabled children pursuing an education in the Ibanda areas, which are located in the Democratic Republic of the Congo's Eastern region. Children with disabilities frequently face difficulties due to low learning expectations and limited access to high-quality education. In areas affected by higher levels of poverty, such as the Democratic Republic of the Congo's Eastern District, educational disparities for disabled children are very high. Education is one of essential tools for a good fundamental right, still many of disabled children are still in low-and middle-income countries are deprived of educational opportunities. Many challenges faced by disabled children in Africa are high prevalence,
discrimination, and access to justice and education all coupled with poor resource allocation. These challenges are mainly caused by wars, and internal displacement due to intra and extra disputes which is very common in the Democratic Republic of Congo. Poor people have got a higher probability of being disabled and the exclusion of disabled people from education means that this group is likely to remain poor.
Despite calls for these challenges to be addressed in Africa, the solutions are still very far from being implemented. Assistance for children with disabilities has been traditionally based on charity. In the Democratic Republic of Congo, it has never been perceived in the national development context. Many non-governmental organizations tend to ignore their own agenda which may be different from their local people who care for disabled children’s agenda. Education is developmental and interactive and accommodates people from varying backgrounds. Children with disabilities are less likely to remain in school have lower transition and completion rates do not attain the results of their peers. Data was collected through questionnaires and SPSS version 26 was used to analyze the data.
Keywords: Children Disabilities, Formal Educational, Poverty, Social Work
Social Work--Dissertations, Academic
THE CHALLENGES DISABLED CHILDREN FACE IN PURSUIT OF FORMAL EDUCATION UNDER SOCIAL WORK PRACTICE IN THE IBANDA AREA OF THE DEMOCRATIC REPUBLIC OF CONGO / INGRID NYOTA KAHOYA; SUPERVISOR: ASSOC. PROF. DR. BİLGE ÖNAL DÖLEK - xii, 65 sheets: tables; 30 cm. 1 CD ROM
Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Social Work Department
Includes References (sheets 57-60)
ABSTRACT
The study intends to assess the difficulties faced by disabled children pursuing an education in the Ibanda areas, which are located in the Democratic Republic of the Congo's Eastern region. Children with disabilities frequently face difficulties due to low learning expectations and limited access to high-quality education. In areas affected by higher levels of poverty, such as the Democratic Republic of the Congo's Eastern District, educational disparities for disabled children are very high. Education is one of essential tools for a good fundamental right, still many of disabled children are still in low-and middle-income countries are deprived of educational opportunities. Many challenges faced by disabled children in Africa are high prevalence,
discrimination, and access to justice and education all coupled with poor resource allocation. These challenges are mainly caused by wars, and internal displacement due to intra and extra disputes which is very common in the Democratic Republic of Congo. Poor people have got a higher probability of being disabled and the exclusion of disabled people from education means that this group is likely to remain poor.
Despite calls for these challenges to be addressed in Africa, the solutions are still very far from being implemented. Assistance for children with disabilities has been traditionally based on charity. In the Democratic Republic of Congo, it has never been perceived in the national development context. Many non-governmental organizations tend to ignore their own agenda which may be different from their local people who care for disabled children’s agenda. Education is developmental and interactive and accommodates people from varying backgrounds. Children with disabilities are less likely to remain in school have lower transition and completion rates do not attain the results of their peers. Data was collected through questionnaires and SPSS version 26 was used to analyze the data.
Keywords: Children Disabilities, Formal Educational, Poverty, Social Work
Social Work--Dissertations, Academic