Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo, Addu, Maldives: A Study Of The Perceptions Of Teachers

摘要

The Inclusive Educational Policy of Maldives (Ministry of Education, 2013), declares that all students should be given equal educational opportunities regardless of their physical, intellectual, social, emotional or other conditions. The aim of this study was to find out what teachers believe, perceive, and feel about their schools' readiness for inclusive education, with regard to the school leadership, school climate, curriculum instructions, individual student support, and teachers' knowledge, skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo, Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general, teachers had a positive view towards all the readiness factors related to inclusive education. However, the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education, lack of facilities, lack of awareness among all stakeholders, curriculum difficulties, and time restrictions.