Inclusive Education: A Phenomenological Qualitative Study of Cultures and Practices in Six Anguillan Primary Schools

• In Event: Transforming the Future of Educational Research: RISE Caribbean

Abstract

Inclusive education has been conceptualized as identification and removal of factors which exclude students from participating in education (Ainscow, Dyson, Goldrick & West; 2011; Mittler 2012). Lack of specific policy guiding special and inclusive education, barriers to learning faced by vulnerable groups of students, inadequate preparation of teachers, teachers’ attitudes toward inclusive education, continued practice of segregating students with disabilities, and lack of resources all combine to hamper inclusive education in Anguilla (Caribbean Development Bank, 2009; UNESCO EFA, 2000; UNICEF, 2011 & UNICEF 2012a). A report by UNESCO (2019) states that inclusive education is necessary because it offers societal benefits where students are given the opportunities to create meaningful relationships, develop social competence, create communities that are more tolerant and accepting. This report also indicates that the stigmatisation of students with disabilities is reduced when they are educated in the same classroom as their counterparts. Despite its increasing presence in conversations and literature, Cologan (2013) argued that the reality of inclusive education in action is still a long way off. Some schools claim the badge of inclusivity in theory, but it is not evident in their culture or their practices. Furthermore, while some countries have accepted the philosophy of inclusion, not many education systems and schools are implementing it successfully (Allan, 2011). Notably, unlike other Caribbean islands, particularly the smaller islands, Jamaica and Trinidad and Tobago have developed detailed special education policies for inclusive education. Nevertheless, what is seen here is that despite the existence of these policies, the manner in which they are implemented in the Caribbean is often problematic. This is mostly evidenced by the sluggish implementation of inclusive education policy, which is, in some more extreme cases, non-existent within the school setting (Blackman et al., 2012). Achieving inclusivity requires change within education to produce inclusive school policies, cultures, and practices (Slee, 2011). In response to the call for change, this phenomenological qualitative case study explores stakeholders’ experiences regarding their inclusive cultures and practices in six primary schools of Anguilla. The study is framed within the qualitative paradigm of research and based on the framework ‘Index for Inclusion’ (Booth & Ainscow, 2011). It answers the central research question: “How do cultures and practices in Anguilla's primary schools align with the ‘Index for Inclusion’ (Booth and Ainscow, 2011)?” The study purposely samples principals, teachers, students, and parents to explore their experiences of the phenomenon being studied and utilizes an interpretivist approach to obtain multiple realities and experiences from the participants (Creswell, 2007). Through the use of non-participant observations, document analysis, semi-structured interviews and focus groups, and via thematic data analysis, the study provides a portrait of participants’ experiences. By acknowledging the limitations imposed by non-inclusive education, this study uncovers the degree of inclusive cultures and practices in six primary schools, seeking to broadly inform policy development and to provide recommendations for how the schools can progress toward inclusivity.

Authors

• Talyjah Hyatt, University of the West Indies - Cave Hill
  Presenting Author

• James R. King, University of South Florida
  Presenting Author