Teachers’ Narratives: Emerging Inclusive Education Practices at the Inclusion-Focused Special Education School in Afghanistan

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Kaleidoscopic Inclusion: Shifting Perspectives, Practices, and Teacher Agency (Table 9)

Abstract

In this article, we explore the narratives of six teachers at one unique inclusion focused special education school, the Blossoms School in Kabul, Afghanistan. Our analysis revealed the following inclusive education practices at the school, including: (a) multi-sectoral whole family approach in combination with culturally sustaining pedagogy, (b) individualised education plans, (c) strength-based language, and (d) equal educational opportunities for female students with disabilities. In the Findings section, we discuss the availability and need of professional development opportunities for teachers as well as the educational challenges our participants faced in their day-to-day teaching.

Authors

• Shehreen Iqtadar, Rowan University

• Brent C. Elder, Rowan University

• Jahanzeb Daudzai, Enabled Children Initiative

• Abdul Samad Saba, UNDP

• Fatima Amiri, Enabled Children Initiative