Defining Communication Disabilities in West Africa and the U.S. Midwest: Effects of Globalization

Abstract

This ethnographic case study provides a macro-perspective analysis of the impact of globalization on definitions of communication disabilities and available supports for children with communication disabilities at two elementary schools, one in West Africa and one in the United States (US) Midwest. Critical Social Theory (CST) was used to frame the research and methods of this study. Ethnographic interviews were conducted with teachers, principals, and administrators at each school. The resulting themes indicate differences in how participating sites defined communication disabilities and how they supported children with communication disabilities. Unequal opportunities and lack of access to resources and support were common themes which emerged from schools in both West Africa and the US Midwest. These findings suggest that globalization and cultural differences may influence how educators in West Africa and the United States Midwest approach identifying and supporting children with communication disabilities.