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Abstract
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji.
Acknowledgement
This article reports some of the findings from the project: ‘Strengthening capacity for disability inclusive education development policy formulation, implementation and monitoring in the South Pacific region’, funded by the Australian Aid Australian Development Research Award Scheme (ADRAS Grant agreement number 66446).
Notes
1. School levels are classified according to the number of pupils and civil servants. For example, Level ED5E means the number of pupils range from 136 to 310, with 6–10 civil servant teachers.
2. The Itaukei are the natives of the Fiji Islands; they are an ethnic, rather than religious group.