DEVELOPMENT OF A RESOURCE CENTER FOR INCLUSIVE EDUCATION: ORGANIZATIONAL MODEL AND SUPPORT STRATEGIES IN CHAD
DOI:
https://doi.org/10.34125/jmp.v11i3.2823Keywords:
inclusive education, disability, resource centerAbstract
Chad faces significant challenges in implementing inclusive education despite its commitment to the Convention on the Rights of Persons with Disabilities (CRPD) and Sustainable Development Goal 4 (SDG 4). Less than 5% of children with disabilities have access to formal education, highlighting the urgent need for effective support structures. This study aims to describe the current state of inclusive education in Chad, identify the main barriers to its implementation, and propose an organizational model for a Resource Center for Inclusive Education (RCIE). A descriptive-propositional qualitative approach was employed. Data were collected through 12 semi-structured online interviews involving teachers, school principals, Ministry of Education officials, families of children with disabilities, and civil society representatives in N'Djamena. Data were analyzed using Taguette software through thematic coding and categorization. The findings revealed four major categories of barriers: institutional, pedagogical, material, and sociocultural. Participants emphasized the need for teacher training, adapted educational resources, intersectoral coordination, and community awareness programs. Based on the IPOF framework and Self-Determination Theory, the study proposes eight organizational propositions for the development of an RCIE adapted to the Chadian context.
References
Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49(3–4), 123–134. https://doi.org/10.1007/s11125-020-09506-w
Bani Odeh, K., & Lach, L. M. (2024). Barriers to, and facilitators of, education for children with disabilities worldwide: A descriptive review. Frontiers in Public Health, 11, 1294849. https://doi.org/10.3389/fpubh.2023.1294849
Carrington, S., Tangen, D., & Beutel, D. (2019). Inclusive education in the Asia Indo-Pacific region. International Journal of Inclusive Education, 23(1), 1–6. https://doi.org/10.1080/13603116.2018.1514727
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/research-design/book255675
De Ketele, J.-M. (2024). Une expertise récente menée au Tchad dans le cadre du partenariat mondial pour l’éducation. Revue internationale d’éducation de Sèvres, 95. https://journals.openedition.org/ries/14930
Djekourmane, D., et al. (2025). Inclusive education in Chad: In-service teachers' perceptions, practices, challenges, and expectations. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1690636
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801
Fullan, M. (2001). Leading in a culture of change. Jossey-Bass. https://www.wiley.com/en-us/Leading+in+a+Culture+of+Change-p-9780787956400
Genovesi, E., Ahmed, I., Ayele, M., Belay, W., Burningham, O., Chen, A., Girma, F., Lakew, L. T., Hanlon, C., & Hoekstra, R. A. (2024). Exploring context for implementation of inclusive education for children with developmental disabilities in mainstream primary schools in Ethiopia. PLOS ONE, 19(8), e0307576. https://doi.org/10.1371/journal.pone.0307576
Oswal, N., Al-Kilani, M. H., Faisal, R., & Fteiha, M. (2025). A systematic review of inclusive education strategies for students of determination in higher education institutions: Current challenges and future directions. Education Sciences, 15(5), 518. https://doi.org/10.3390/educsci15050518
Ianniello, A., & Corona, F. (2024). Improving inclusive education: Quality of life and self-determination. Athens Journal of Social Sciences, 11(2), 111–128. https://doi.org/10.30958/ajss.11-2-3
Kast, F. E., & Rosenzweig, J. E. (1985). Organization and management: A systems and contingency approach (4th ed.). McGraw-Hill.
Katz, D., & Kahn, R. L. (1966). The social psychology of organizations. Wiley.
Lewin, K. (1951). Field theory in social science: Selected theoretical papers (D. Cartwright, Ed.). Harper & Row.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications. https://us.sagepub.com/en-us/nam/naturalistic-inquiry/book842
Lobe, B., Morgan, D., & Hoffman, K. A. (2020). Qualitative data collection in an era of social distancing. International Journal of Qualitative Methods, 19, 1–8. https://doi.org/10.1177/1609406920937875
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Moleong, L. J. (2021). Metodologi penelitian kualitatif (edisi revisi). PT Remaja Rosdakarya.
Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964
Rini, T. A., & Azizah, N. (2024). Students' perspectives on inclusive education in Indonesia: Insights from a systematic literature review. International Journal of Educational Research Review, 7(2). https://doi.org/10.23887/ijerr.v7i2.79002
Rampin, R., & Rampin, V. (2021). Taguette: Open-source qualitative data analysis. Journal of Open Source Software, 6(68), 3522. https://doi.org/10.21105/joss.03522
Stufflebeam, D. L. (2003). The CIPP model. In T. Kellaghan & D. Stufflebeam (Eds.), International handbook of educational evaluation (pp. 31–62). Kluwer.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Tengho, S. M. (2019). Country report: Chad. African Disability Rights Yearbook, 7, 143–163. https://doi.org/10.29053/2413-7138/2019/v7a7
UNDP. (2023). Human development report 2023/2024. United Nations Development Programme. https://hdr.undp.org/content/human-development-report-2023-24
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education — All means all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
UNICEF. (2022). In pursuit of quality education for all. UNICEF West and Central Africa. https://www.unicef.org/wca/reports/pursuit-of-education-for-all
United Nations. (2006). Convention on the rights of persons with disabilities. United Nations. https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://sdgs.un.org/2030agenda
Vergunst, R., & McKenzie, J. (2022). Introducing the Including Disability in Education in Africa Research Unit at the University of Cape Town. African Journal of Disability, 11, a946. https://doi.org/10.4102/ajod.v11i0.946
Williams-Brown, Z., & Hodkinson, A. (2020). Development of Inclusive Education in England: Impact on Children with Special Educational Needs and Disabilities. Dans R. Papa (dir.), Handbook on Promoting Social Justice in Education. Springer. https://doi.org/10.1007/978-3-030-14625-2_151
