Teacher perceptions of inclusive education in the Cook Islands
Asia-Pacific Journal of Teacher Education
Taylor & Francis (Routledge) for Australian Teacher Education Association (ATEA)
© 2018 Australian Teacher Education Association.
Reason for embargo
Under embargo until 12th August 2019 in compliance with publisher policy.
The inclusion of all students with special educational needs in mainstream classes was formally enacted by the Cook Islands Ministry of Education in the Special Needs Education Policy of 2002 and updated in 2011 to reflect support for diversity among all learners. This paper investigates the current views about inclusive education (IE) by exploring the perceptions of 10 in-service teachers. Qualitative korero (conversations) were conducted, and transcripts were coded using a thematic analysis approach, which indicated teachers were concerned about a lack of formal diagnosis of children's disabilities. The results also highlighted the impact of individual teacher's attitudes on inclusion. Additionally, teachers perceived a need for regular and compulsory training and support in IE. The findings are discussed regarding developing strategies to further promote IE within Cook Islands' schools.
This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) for Australian Teacher Education Association (ATEA) via the DOI in this record
Published online 12-02-2018.