Teacher perceptions of inclusive education in the Cook Islands

McKay, Kathy and Page, Angela and Boyle, Christopher and Mavropoulou, Sofia (2019) Teacher perceptions of inclusive education in the Cook Islands. Asia-Pacific Journal of Teacher Education, 47 (1). pp. 81-94. ISSN 1359-866X

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Abstract

The inclusion of all students with special educational needs in mainstream classes was formally enacted by the Cook Islands Ministry of Education in the Special Needs Education Policy of 2002 and updated in 2011 to reflect support for diversity among all learners. This paper investigates the current views about inclusive education (IE) by exploring the perceptions of 10 in-service teachers. Qualitative "korero" (conversations) were conducted, and transcripts were coded using a thematic analysis approach, which indicated teachers were concerned about a lack of formal diagnosis of children's disabilities. The results also highlighted the impact of individual teacher's attitudes on inclusion. Additionally, teachers perceived a need for regular and compulsory education and support in IE. The findings are discussed regarding developing strategies to further promote IE within Cook Islands schools.

Item Type: Article
Additional Information: Received 28 Mar 2017, Accepted 22 Jan 2018, Published online: 12 Feb 2018
Uncontrolled Keywords: Foreign Countries, Inclusion, Disabilities, Mainstreaming, Educational Policy, Teacher Attitudes, Clinical Diagnosis, Faculty Development, Elementary School Teachers, Secondary School Teachers, Student Needs
Subjects: Learning & Education > Learning Disabilities - Social Welfare
Learning & Education > Special Needs Education
Department/People: Children, Young Adult and Family Services
URI: http://repository.tavistockandportman.ac.uk/id/eprint/2024

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