Overview
- Is the first to examine a school for children with disabilities in an African country
- Explains how this work can serve as an example for other countries
- Shows that knowledge of local context is essential for designing functional curricula
- Includes supplementary material: sn.pub/extras
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Table of contents (7 chapters)
Keywords
- Activities of the Irente Rainbow School
- Culture and Beliefs in Lushoto
- Didactic Instruction at Rainbow
- Education in a Global Society
- Future of the Irente Rainbow School
- Global issues around education for children with disabilities
- Irente Rainbow School in Tanzania
- Knowledge and Social Skills in Wasambaa
- Life Among the Wasambaa
- Local context in the Development of curriculum and pedagogy
- Partnerships of the Irente Rainbow School
- Special Education in Tanzania
- Supporting students with disabilities in Tanzania
- Uniqueness of Irente Rainbow School
- Vocational Pedagogy at Rainbow
About this book
Based on a yearlong ethnographic study, this book describes the daily life and work of the Irente Rainbow School, a special education school for students with developmental disabilities in Lushoto, Tanzania. It examines the use of local context, community funds of knowledge, culturally relevant pedagogy, and community support to teach students with disabilities important life skills, independence, self-advocacy and to fight for their human rights. This book offers several lessons for different audiences; it is a primer on disability and education in a rural African town, an alternative model for non-governmental agencies to consider in designing community-based and community-engaged programs, and a story about an exceptional group of teachers, students and families who took action to provide an education and a realization of rights for children with disabilities.  ​
Authors and Affiliations
About the author
Angela Stone-MacDonald is an Assistant Professor at the University of Massachusetts Boston in the Early Education and Care in Inclusive Settings program. She received her doctorate from Indiana University in Special Education with minors in African Studies and International and Comparative Education. Angela has worked with people with disabilities for the last 15 years as a paraprofessional, teacher, consultant, and researcher.  Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention. Her current research agenda includes work on immigrant family experiences in the early intervention system, and early intervention personnel preparation and inclusive education in Tanzania.  She has several grants to support her research from her university, the Massachusetts Department of Early Education and Care, and the Office of Special Education Programs-US Department of Education.
Bibliographic Information
Book Title: Community-Based Education for Students with Developmental Disabilities in Tanzania
Authors: Angela Stone-MacDonald
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-94-007-7320-2
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: The Author(s) 2014
Softcover ISBN: 978-94-007-7319-6Published: 19 August 2013
eBook ISBN: 978-94-007-7320-2Published: 13 August 2013
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: X, 138
Number of Illustrations: 22 b/w illustrations
Topics: Sociology of Education, Early Childhood Education, Sociology, general, Cultural Studies