Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Bailey

Abstract

AbstractInclusive education, which is a global practice in schools, recognizes the rights of all children to equal educational opportunities, including those with special needs or disabilities; however, educators in low-income countries like Jamaica struggle with its implementation. This basic qualitative study explored teachers’ and principals’ perceptions toward instructional and curricular barriers to inclusion in primary level schools. The theory supporting this study is Bronfenbrenner’s development ecology model. Research questions focused on educators’ perspectives of instructional barriers to inclusion. Twelve participants from seven mainstream schools in a single region were interviewed. Data were analyzed using open coding to determine patterns, and the themes that emerged included mainstream principals’ attitude toward enrolling students with special needs (SWSN), teachers’ beliefs that SWSN has negative and positive impacts on them, challenges to inclusion, instructional barriers teaching SWSN, the effect instructional barriers have on students’ performance, solutions to combat instructional barriers, strategies to mitigate parental, instructional and curriculum barriers, and the impact of the national standard curriculum on instructional barriers for SWSN. Recommendations include the need for strong commitments from the government, stakeholders, and educators to establish an effective inclusive education in Jamaica. This study will affect positive social change as educators and policymakers revise the curriculum to address instructional barriers for SWSN and employ strategies to remedy the same.

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