Barriers and facilitators to the inclusion of learners with special education needs:A study of the views and experiences of stakeholders involved in the education systems of the Eastern Caribbean.
Seminar presented by Carel E. Hodge
3:00pm Tuesday 2nd March 2017
Oorala Lecture Theatre, UNE
Abstract
This seminar presents finding into the barriers and facilitators to the inclusion of learners with special education needs (LSEN) in the schools of three member countries of the Organisation of Eastern Caribbean States (OECS). Students who require special education provision continue to face challenges in accessing quality equitable education in schools in the OECS. As a result, members of this marginalised group could face negative educational and employment outcomes. Inclusion has been embraced by educators as a means of creating equitable, informed and democratic societies. The successful practice of inclusion that meet the needs of diverse learners could see LSEN and communities reap the full benefits of a quality education system.
The study undertaken is significant because it specifically explores the practice and strategies of inclusion within the education systems of the often overlooked small island developing states of the Eastern Caribbean, thereby contributing to the literature available on the sub-region. Underpinned by a qualitative approach to research design, and using a constructivist grounded theory (CGT) to collect and analyse data, the research engaged five groups of participants with in-depth interviews: special education teachers, special education students, parents of special education students, Ministries of Education policy actors and staff members of disabled people organisations. The CGT qualitative approach lends itself to reporting the lived experiences of the members of the five participant groups and provides insight into the barriers that have negatively impacted the access to quality equitable education for LSEN.
The findings of this research indicate that deficient policies and supportive structures, a lack of availability of suitable adaptations for LSEN, a failure of parents to advocate on behalf of their child, among other hindrances, continue to frustrate the successful inclusion of LSEN and the successful practice of inclusion in schools. These research findings highlighted eight major themes in which both positive and negative outcomes manifest: legislation and policy; teacher training and professional development; adaptations and accommodations; resources and support; attitudes and perceptions; education and advocacy; parental involvement, and collaboration and networking.
