dc.contributor.author |
McDonald, Lex |
|
dc.contributor.author |
Tufue-Dolgoy, Rasela |
|
dc.date.accessioned |
2021-12-01T05:24:26Z |
|
dc.date.available |
2021-12-01T05:24:26Z |
|
dc.date.issued |
2013 |
|
dc.identifier.citation |
http://dx.doi.org/10.1080/1034912X.2013.812187 |
en_US |
dc.identifier.uri |
${sadil.baseUrl}/handle/123456789/922 |
|
dc.description |
16 pages : PDF |
en_US |
dc.description.abstract |
The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated. |
en_US |
dc.description.sponsorship |
School of Educational Psychology and Pedagogy, Faculty of Education, Victoria University of Wellington, Wellington, New Zealand; Faculty of Education, National University of Samoa, Apia, Samoa |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
International Journal of Disability, Development and Education |
en_US |
dc.relation.ispartofseries |
Vol. 60;No. 3, 270–284 |
|
dc.subject |
Developing country; fa’aSamoa; inclusive education; phenomenological orientation; policy borrowing; professional development; special education; Samoa |
en_US |
dc.title |
Moving Forwards, Sideways or Backwards, Inclusive Education in Samoa |
en_US |
dc.type |
Article |
en_US |