Inclusive Education in Jamaica: High School Teachers’ Understanding, Experiences, Competencies, and Received Support
DOI:
https://doi.org/10.58197/qy6nfp59Keywords:
policy, special education, teachers' experiences, inclusive education, teachers' competency, support, JamaicaAbstract
Every child deserves an equal opportunity to learn and participate in classroom activities without stigma. The 2019 draft of the Policy on Special Education in Jamaica advocates for an integrative, inclusive approach to address the diverse needs of all learners. However, not all teachers have received specialized training or resources to support each child. This research explored the experiences of sixteen high school teachers in accommodating inclusive education and the factors influencing their practices. Thematic analysis revealed that teachers' years of experience, lesson organization, personal initiative, and investigation contributed to creating inclusive classrooms. The study concluded that each teacher's experience with inclusive education is unique by context and student groups with a need for continuous training. Furthermore, the teachers' reliance on personal funds needs to be reduced. Future research could examine approaches to inclusive education at other academic levels using a longitudinal study design.
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