Girls and special education in the Caribbean

Abstract

This article focuses on special education as cultural representation and explores how it is fashioned by the realities of the Caribbean diaspora. These realities are framed within the context of the Caribbean's response to the global agenda of education for all and the development of learning support systems that are relevant to regional and national circumstances. Historical and contemporary accounts of policy development are discussed to exemplify the link between colonialism and the construction of difference. Particular consideration is given to how specific groups have been historically marginalized within an ideology of normalization. Identity accounts provide insights into how disabled girls and those labelled as having learning difficulties experience education and show how the expansion of special education through strategies for education for all provide social challenges and possibilities. Further, constraints on expansion of special education are considered in light of the socio‐economic developments of Caribbean countries.

Programs and Social Supports for Adults with a Learning Disability in Trinidad: Policy Review and Analysis

“…Hahn (1994) viewed public policy as the foundation to "help rectify inequality and address discrimination for" individuals with a disability, which would include adults with a learning disability (Putnam, 2005, p. 189). Lavia (2007) in her research on special education in the Caribbean concurs that the lived experiences of individuals with a disability are ultimately shaped by local, national and international policies (p. 195).…”

Gender, Narratives and Intersectionality: can Personal Experience Approaches to Research Contribute to “Undoing Gender”?

“…The articles cover diverse subjects such as how the term ''parent'' masks the very gendered reality of parenting in home-school relations (Cole 2007); the academic invisibility of Black girls against the perceived visible challenge of their male counterparts (Rollock 2007); and the hidden gendered language used by peers, often condoned by staff, which marginalises some girls even within what is regarded as a ''successful'' institution (Gunter and Thompson 2007). The contributions by Lavia (2007) and Alur (2007), which examine gender inequity in the Caribbean and India respectively, illustrate a very different perspective on gender inequality and discrimination and what these can mean for millions of women. Legislation alone cannot ensure gender equality.…”

An investigation of possibilities and limitations of ‘education borrowing’ in Barbados and Trinidad and Tobago

“…Yet the creation of difference and normalization of practices are not new (Lavia, 2007). While Education for All plans have provided universal and in most cases, secondary education, the "...quick-paced implementation of 'inclusion' has resulted in educational turbulence" (Lavia, 2007: 193).…”

“…Lavia (2007: 190) also feels regionalization has created a platform for dialogue and collaboration "in research, policy development and practice around global education agendas". While global education agendas may dictate some of the conversations, Lavia (2007) notes that regional sharing has the potential to transform national and local levels. In the area of education, island states have built their own capacity while harmonizing policies and practices in the region, as well as pooling their weight into collective institutions (Louisy, 1993cited in Louisy, 2001 While the Caribbean Examinations Council is an obvious example, Louisy (2001) also raises the work of the Organization for Eastern Caribbean States (OECS) Education Reform Unit, which monitors member implementation of the 1991 reform strategies such as harmonizing grade level names, curriculum standards, accreditation practices and establishing a college council as agreed by its members.…”