A case study of culturally informed disability-inclusive education policy development in the Solomon Islands

Carrington, Suzanne; Pillay, Hitendra; Tones, Megan; Nickerson, Julie; Duke, Jennifer; Esibaea, Benedict; Malefoasi, Ambrose; Fa'asala, Casper Joseph

doi:10.1080/13603116.2016.1218952

Cited by 22 publications

(15 citation statements)

References 6 publications

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“…Other analytical frameworks that we find particularly compelling and that inform our own thinking include Comparative Cultural-Historical Analysis (Artiles and Dyson 2005), an Ecosystemic Approach (Singal 2006), and many more recent explorations (i.e. Carrington et al 2017;Dalkilic and Vadeboncoeur 2016;Sprunt et al 2017). Whilst we are certainly not comprehensive in the references cited above, it is worth devoting a bit of space in this article on what we view as a worthy attempt at trying to capture the complexity of (inclusive) education systems.…”

Section: Introductionmentioning

confidence: 89%

On the question of educational purpose: complex educational systems analysis for inclusion

Schuelka

Engsig

2020

International Journal of Inclusive Education

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Education systems are made up of individuals, groups, identities, cultures, institutions, discourses, networks, histories, relationships, and so on. In other words, educational systems are complex. Enter into this complexity the issue of inclusion from/for a heterogenous society and how these complex systems can be designed andspecifically for our purposesanalysed. In this article, we propose a new conceptual framework for assisting in the understanding of inclusion in complex educational systems: Complex Educational Systems Analysis (CESA), and its visual representation via the CESA Cube (CESA 3). At the very heart of CESA is the question of educational purpose. Why school? What is education for? These questions have direct implications in how we understand educational systems and, indeed, how we understand inclusion within these systems.

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Section: Introductionmentioning

confidence: 89%

On the question of educational purpose: complex educational systems analysis for inclusion

Schuelka

Engsig

2020

International Journal of Inclusive Education

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“…There is agreement in the scientific literature that measuring the degree of inclusion in schools and its impact on children with special needs requires the analysis of success stories that are sustainable over time, as well as the integration of the diverse voices that participate in the community (Frederickson et al, 2007 ; Carpenter and McConkey, 2012 ; Carrington et al, 2017 ). Therefore, this study analyzes in depth the case of a secondary school that started a transformation process toward inclusive education more than 5 years ago.…”

Section: Methodsmentioning

confidence: 99%

Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

et al. 2021

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Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

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“…Many of the articles looked at inclusive education as a 'Western-driven ideology' (Carrington et al, 2017). In particular, not only did all three articles featured on countries from Oceania focus on policy but they also emphasized the notion of 'borrowing' inclusive education policies instead of developing more culturally informed policies (McDonald & Tufue-Dolgoy, 2013;Carrington et al, 2017). The article on the Solomon Islands was more looking at the idea of developing a bottom-up approach to IE that could consider values of the "local people, culture, and context" (Carrington et al, 2017, p. 496).…”

Section: Policy Borrowingmentioning

confidence: 99%

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

Hollings¹

2021

Proceedings of ‏The 3rd World Conference on Future of Education

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The global initiatives of Education for All and inclusive education have created many unique problems as countries around the world finds ways to implement inclusive policies. These problems have come with the realization of how the diverse stakeholders must learn to play their part in successful implementation. This study uses the literature on inclusive education from 18 articles focused on various countries and contexts to determine the main barriers towards inclusive education implementation. These barriers will be used to highlight key challenges, attitudes and perceptions in all levels of stakeholders and in a broader sense if these issues that emerge are more regional or global. Thus showing the key issues when it comes to inclusive education implementation, policies, practices and where more concern should be placed.

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A case study of culturally informed disability-inclusive education policy development in the Solomon Islands

Cited by 22 publications

References 6 publications

On the question of educational purpose: complex educational systems analysis for inclusion

On the question of educational purpose: complex educational systems analysis for inclusion

Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

Implementation Barriers of Inclusive Education and their Impact on Stakeholders: A Review of the Literature

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