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Promoting inclusive education in Nepal from an occupational therapy perspective: the first step to flexible classrooms; A guideline and handbook to pilot teaching by playing

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Promoting inclusive education in Nepal from an occupational therapy perspective: the first step to flexible classrooms; A guideline and handbook to pilot teaching by playing

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Samenvatting

The project is carried out in close collaboration with a non-profit organisation Sama Nepal in Nepal. The project started with the research question: “How can inclusive education be promoted in Nepal from an occupational therapy perspective?”. To answer this question, a theoretical foundation consisting of the Person Environment Occupation model, the social perspective, the Community Development approach, the Occupation Based Community Development framework and the action reflection cycle was built. Through this foundation the community was leading and shared decisions were made. To put the theory to practice, the preparation, acclimatization, observation, hands-on and evaluation phase were followed wherein an iterative process took place. The outcome of these phases resulted in the final product. The final product is a guideline for inclusion facilitators and a handbook for teachers in Nepal to pilot teaching by playing, a method of flexible classrooms, to increase inclusive education. Flexible classrooms differs from the main teaching method, which is monotone lecturing and a static form of teaching, a standard method that might not apply to all children. Teaching by playing increases participation and is more accessible for children with disabilities. The children with disabilities can join the activities adjusted to their level and will be more included. Accordingly, the final product contributes on inclusive education in Nepal.

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OrganisatieHogeschool van Amsterdam
OpleidingErgotherapie
AfdelingGezondheid
Jaar2020
TypeBachelor
TaalEngels

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