Системные барьеры и многоуровневое сотрудничество в инклюзивном образовании: взгляды заинтересованных сторон из Нигерии

Мир психологии. Научно-методический журнал. 2025. № 3(122) . С. 200–211.

Абимбола О. А., Балогун А. Д.

Children with learning disabilities in Nigeria face systemic exclusion from quality education due to fragmented collaboration between educators, caregivers and social policymakers. This study examines collaborative approaches that support children with learning disabilities and identifies systemic barriers to the effectiveness of these approaches. 45 semi-structured interviews and focus groups of stakeholders from urban and rural areas of Nigeria (22 educators, 18 caregivers, 5 policy-makers) are analysed. The case studies revealed emerging but inconsistent practices, undermined by a lack of resources, cultural stigmatization of disability, and weak implementation of social policies. The need to develop contextual strategies with a priority on cultural competence, the creation of a resource-sharing network and accountability mechanisms is identified. The study offers a conceptual framework for scaling collaboration in resource-constrained settings.

Ключевые слова: learning disabilities, inclusive education, stakeholder engagement, COLLABORATIVE APPROACHES, cultural stigma, community-based education, multi-stakeholders model, ТРУДНОСТИ В ОБУЧЕНИИ, ПОДХОДЫ К СОТРУДНИЧЕСТВУ, ИНКЛЮЗИВНОЕ ОБРАЗОВАНИЕ, КУЛЬТУРНАЯ СТИГМАТИЗАЦИЯ, УЧАСТИЕ ЗАИНТЕРЕСОВАННЫХ СТОРОН,, ОБРАЗОВАНИЕ НА БАЗЕ СООБЩЕСТВА, МНОГОСТОРОННИЕ МОДЕЛИ