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Chapter 8 Special Educational Needs and Academic Professionalism for Inclusive Higher Education in Africa
Author: Martin Musengi
In: Inclusion as Social Justice

The study sought to determine: (a) the perceptions of students with disabilities, their teachers, caregivers and parents about what constitutes child abuse of children with disabilities; and (b) how these stakeholders view the school’s efforts to help children with disabilities avoid abuse and cope with instances of abuse. A purposive sample of 14 children with various disabilities, 7 teachers who taught and counselled these children and 2 caregivers who looked after the children in their hostels at the residential school participated in this study. Seven parents of children with disabilities were also interviewed. Data were analysed using themes in this study. Teachers, parents and caregivers reported that young girls with disabilities were forced into sexual relations by older boys and men. Children with visual and hearing impairments reported that corporal punishment was administered on them; and embarrassing name-calling and verbal abuse by some teachers and caregivers as behaviour modification strategies.

In: The International Journal of Children's Rights
Part 5 Present Realities and Future Directions in African Higher Education
In: Inclusion as Social Justice
Introduction to Part 5
In: Inclusion as Social Justice
Chapter 21 Lessons, Challenges and Opportunities for Inclusive Higher Education
In: Inclusion as Social Justice
Introduction to Part 3
In: Inclusion as Social Justice
Chapter 11 Identity and Inclusion of Deaf and Hard-of-Hearing Students in Higher Education
In: Inclusion as Social Justice
Part 4 Gender Debates in African Higher Education
In: Inclusion as Social Justice
Introduction to Part 4
In: Inclusion as Social Justice
Part 1 Setting the Scene for Social Justice in African Higher Education
In: Inclusion as Social Justice