Learning to See Invisible Children

Contains six case studies that address issues of inclusive education or social inclusion in Kazakhstan, Kyrgyzstan, and Tajikistan. The cases raise a number of questions relating to the purpose and nature of schooling, about who should have access to schools and how such access might be negotiated. These cases also ask questions about the respective roles of policy, parents, civic society, advocacy groups, professionals, NGOs, and government agencies; how notions of disability are constructed in the region; in which way does the Soviet legacy of "defectology" still inform policy and practice today.