Institutional and professional readiness for inclusive education : perceptions of the teachers in schools of Hithadhoo, Addu atoll, Republic of Maldives

Abstract

According to the Inclusive Educational Policy of Maldives (Ministry of Education, 2013), all students should be given equal educational opportunities regardless of their physical, intellectual, social, emotional or other conditions. The aim of this study is to understand what teachers believe, perceive, and feel about their institutional and professional readiness for inclusive education. The study also aims to investigate the main challenges that deter inclusive practices in the schools of Hithadhoo, Addu Atoll. The study used a mixed approach with survey and focus group interview methods. The survey questions were taken from the “Quality Indicators for Effective Inclusive Education Guidebook” by NJCIE (2010), and the “Scale of Teachers’ Attitudes Toward Inclusive Classrooms” developed by Cochran (1998). A total of 153 teachers participated in the survey and 10 teachers joined in the focus group interview.The findings of the study show that teachers have a positive view towards all the readiness factors related to inclusive education. The findings reveal that teachers perceive school leadership, school climate, curriculum instructions and individual student support is adequately provided in the schools. Furthermore, it shows that the attitude, knowledge and skills are also adequately manifested in the teachers. Thus, overall, it could be understood that in the perception of teachers, schools of Hithadhoo, Addu are ready for inclusive education. The findings also show that the schools selected for the study have some areas that need to be improved in order to enhance their overall readiness for inclusive education. These areas include school leaders providing more pedagogical support to teachers, teachers providing more individual support for students by increasing the effort of adapting and modifying curriculum, schools facilitating a physically safe climate for all the students, and providing opportunities for teachers to acquire more knowledge and skills needed for teaching Special Education Needs (SEN) students in the mainstream classes. The findings also revealed substantial challenges that impede successful implementation of inclusive education. These challenges are lack of knowledge and skills, lack of facilities, lack of awareness among all stakeholders, curriculum difficulties and time restrictions. These results indicate the complexity of developing and implementing inclusive education in schools.