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 education and support in IE. The findings are discussed regarding developing strategies to further promote IE within Cook Islands schools.

KEYWORDS:

• Cook Islands
• inclusive
• disability
• teacher perceptions

Ethics statement

Consent for this study was obtained from the Cook Islands Research Committee, Cook Islands Government as well as ethical approval from the University of New England. Verbal permission as well as written consent was also obtained from teachers.

Additional information

Notes on contributors

Angela Page

Angela Page has been an advisor in the Pacific region as well as lecturing in inclusive education and classroom management within new or emerging contexts.

Christopher Boyle

Chris Boyle is an Associate Professor whose main research interests are in the area of teacher perceptions of inclusion and students attributions for success and failure in learning.

Kathy McKay

Kathy McKay’s research interests focus on narratives of suicidality, trauma and healing within communities and popular culture.

Sofia Mavropoulou

Sofia Mavropoulou’s research interests lie in the area of autism education and social inequalities for children with autism and their families.