2021 年 12 巻 p. 37-48
The purpose of this study is to explore the process of addressing inclusive education policies in Malawi and Ethiopia. The study particularly focuses on children with disabilities and how the actual process intends to meet their needs. While countries in the global North have accumulated rich experiences and lessons from both special and mainstream education, countries in the global South have not. Amid the global COVID-19 pandemic and travel restriction, online semi-structured interviews were conducted with officials in charge of inclusive education in both countries’ ministries of education. Findings reveal that while both countries face scarcity of human and financial resources, each of them adopts different approaches for inclusion. Whereas Malawi tends to close special schools for children with visual impairments, Ethiopia converts special schools for children with hearing impairments into regular schools. The study argues that merely introducing inclusive education without resources and teacher education may not necessarily be beneficial for all learners as they seem not to have sufficient support for quality education. The study concludes that under ‘inclusive education’, learners should not be left without adequate support.