Teacher perceptions of inclusive education in the Cook Islands

Abstract

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.