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Review of Nepal’s Disability Policy and Legislation
김정근,김종인,Shovhakhar Aryal 대구대학교 특수교육재활과학연구소 2018 특수교육재활과학연구 Vol.57 No.4
Purpose of this paper is to analyze Nepal’s National Policy and legislations for persons with disabilities (2017) on the basis of core concepts of human rights approach and the pre-defined core concepts such as nondiscimination,individualized services, access, family support, accountability, cultural responsiveness, capacity building quality and efficiency. Using an Equi-framework tools, a framework analysis method has been utilized to assess disability related legislations and policies for inclusion and quality of service delivery systems for vulnerable groups (i.e. persons with disabilities). The Equi-Frame is a systematic policy analysis framework that assesses the degree to which 21 core concepts of human rights and 12 vulnerable groups are mentioned and endorsed in disability policy documents. Overall, Nepal government's inclusive education policy and disability acts and regulation for persons with disabilities positions of moderate level in its quality and efficiency to meet the unique and individualized needs of vulnerable groups, including persons with disabilities
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박찬웅 ( Chanwoong Park ),김건희 ( Keonhee Kim ),( Shovhakhar Aryal ) 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.2
본 논문의 목적은 현재 네팔의 통합교육 정책과 실행과정을 살펴보는 것이다. 네팔의 연구서와 보고서들은 통합교육이 만족스럽게 이루어지지 않고 있음을 보여준다. 그 원인은 지원 서비스, 관련자료, 능력을 갖춘 특수교사 뿐만 아니라 학교 구조와 시스템도 부족하다는 데 있다. 그러므로 통합교육이 잘 실행되려면 관련된 개념과 정책이 분명하게 명시되어야 할 것이다. 본 연구 결과에 따르면, 네팔 정부는 모든 학생들을 위해서 교사 훈련 프로그램을 개선하고, 모든 교사들에게 통합교육 방법을 가르쳐야 하며, 교육에 대한 대비를 증진시켜야 한다. The purpose of this article is to study the status of Nepal’s existing inclusive education policy and implementation process. As Nepal’s research and current report show that inclusive educational practice is not being satisfactorily implemented. It is so because of the absence of support services, relevant materials, adequately qualified special education teachers, funding as well as structures and systems. Until both concepts and policies are expressed clearly and accurately, meaningful implementation of inclusive education will remain challenging. Based on the initial findings, it is suggested that the government of Nepal should revise teacher training programs, train all teachers in inclusive education methods, and improve the monitoring of education for all children.
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