Accommodations for the Inclusion of Children with Disabilities in Regular Schools in Trinidad: A Mixed Methods Approach

Autor/in	Parey, Bephyer
Titel	Accommodations for the Inclusion of Children with Disabilities in Regular Schools in Trinidad: A Mixed Methods Approach
Quelle	In: International Journal of Inclusive Education, 26 (2022) 6, S.559-575 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parey, Bephyer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1701719
Schlagwörter	Academic Accommodations (Disabilities); Testing Accommodations; Inclusion; Students with Disabilities; Foreign Countries; Instructional Materials; Access to Education; Accessibility (for Disabled); School Policy; Elementary Schools; Secondary Schools; Federal Legislation; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Education; Access; Bildung; Zugang; Bildungszugang; Schulpolitik; Elementary school; Grundschule; Volksschule; Sekundarschule; Bundesrecht; Trinidad und Tobago
Abstract	This paper examines the accommodations for the inclusion of children with disabilities in regular schools in Trinidad. A multiphase mixed methods design consisting of three phases is used. In the first phase, the environmental accommodations essential for the inclusion of children with disabilities in schools are identified. This information is obtained through interviews with parents and advocates of children with various disabilities. Five themes emerge, namely, qualified human resources, educational materials, physical access, supportive learning systems, and supportive school policies and rules. A questionnaire is then developed in the second phase based on these qualitative findings which is administered to a representative sample of primary and secondary schools in the third phase. Qualitative data are also collected in the third phase. Particularly, data on inclusive education policy are collected from primary and secondary schools and data on legislation supporting inclusion from government officials. The integrated findings indicate that existing environmental accommodations, law, and policy do not fully support the inclusion of children with disabilities in Trinidad. They further illustrate the need for national discourses to move beyond access to maximum participation, and for stronger legislation to ensure inclusion in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01