Solomon Islands school leaders readiness for inclusive education

Abstract

The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive education in their respective schools. Completed questionnaires were received from 85 leaders of secondary, primary, and early childhood centres. Results indicate that while leaders are very positive about their abilities to support their schools they still need professional learning in specific areas related to inclusive education. The implication of this for preparing school leaders for inclusive education in the Solomon Islands is discussed.

Keywords:

• Solomon Islands
• disability
• school leaders
• inclusive education

Acknowledgement

The views expressed herein are those of the author(s) and not necessarily those of the Commonwealth of Australia. The Commonwealth of Australia accepts no responsibility for any loss, damage, or injury resulting from reliance on any of the information or views contained in this publication.

Notes on contributors

James Porakari has completed a Bachelor of Science, Post Graduate Diploma in physics and Postgraduate Diploma in Education at The University of the South Pacific, Fiji. He taught senior physics at King George VI National Secondary School before joining the staff of the School of Education and Humanities in the Solomon Islands. He has been the head of the science department and is currently the Assistant Head of School, Administration.

Brenda Sevala has completed a Certificate in Counselling and Psychology, a Bachelor of Education and Postgraduate Diploma in Education at the University of South Pacific, Fiji. Before joining the staff of school of Education and Humanities, she was teaching social studies at various secondary schools in the Solomon Islands. Currently, she is a Social Science lecturer the Head of Department of Arts and Culture.

Patrick Miniti has completed a Diploma of Teaching at North River College and Bachelor of Education at the University of New England, Australia. He also got a Bachelor of Education at the University of Waikato, New Zealand and a Postgraduate Diploma in Education at the University of South Pacific, Fiji. Before joining the staff of school of Education and Humanities, he taught at various country primary schools in the Solomon Islands. He is currently the lecturer for Physical Education in the Science Department.

George Saemane has completed a Bachelor of Arts and Postgraduate Diploma in Geography at the University of South Pacific, Fiji. He served as Principal of King George VI National Secondary School, Vanga Teachers College and Betivatu Community High School. Currently, he is the Principal of Florence Young Christian School in Honiara, Solomon Islands.

Umesh Sharma is Associate Professor in the Faculty of Education at Monash University in Melbourne, Australia. His research interests are inclusive teacher education and attitude and efficacy measurement. Dr Sharma works closely with professionals in special and inclusive education from developed (Canada, USA, UK, Singapore, Hong Kong) and developing countries (India, China, South Africa, Fiji, the Solomon Islands Brunei, Brazil).

Chris Forlin is an international inclusive education consultant, having worked in education for over 40 years. Dr Forlin spent the past 10 years at the Hong Kong Institute of Education and has provided leadership throughout Asia and the Pacific in inclusive education. She is a highly published author and international keynote speaker.

Additional information

Funding

This work was supported by the Australian Government through the Department of Foreign Affairs and Trade's Australian Leadership Award (ALA) Scheme for the project titled Including the excluded through teacher education reform in the Solomon Islands [grant number 65119]