Barriers of School Transition for Children with Disability: Lived Experience of Parents in Kathmandu Valley

Authors

  • Khagendra Baraily Department of Special Education, Sanothimi Campus, Sanothimi, Nepal

DOI:

https://doi.org/10.3126/cdj.v29i43.41069

Keywords:

critical disability theory, educational context, special school, rehabilitation centre, no child left behind

Abstract

This study aimed to explore the barrier of school transition for the children with disability from the parent's prospective. This study adopted qualitative method along with hermeneutics phenomenology. On the behalf of philosophical orientation, multiple realities were ontological basis and lived experiences of participants were epistemological assumption. The construct of critical disability theory was applied in this study.  Purposefully 5 parents were selected from Kathmandu Valley. Data sources included field's notes, indepth interviews and artifacts.  Interviewed data were transcribed and categorized to develop theme. Result revealed that several challenges such as awareness, attitude, accessibility, misconception, infrastructure, lack of policy implementation and ill motivation about disability are the major barrier towards transition. The perception of parents toward special school and rehabilitation centre are inadequately supporting to smooth transition. This study might be valuable support for policy maker in ensuring the no child left behind for the welfare state.

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Published

2021-12-01

How to Cite

Baraily, K. . (2021). Barriers of School Transition for Children with Disability: Lived Experience of Parents in Kathmandu Valley. Curriculum Development Journal, 29(43), 67–78. https://doi.org/10.3126/cdj.v29i43.41069

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Section

Articles