The fascinating book entitled ‘Disability, Diversity, and Inclusive Education in Haiti: Learning, Exclusion, and Educational Relationships in the Context of Crises’. This book is particularly intriguing due to its exploration of how education is approached in the midst of crises, shedding light on the challenges and opportunities for inclusive education in a complex environment, this book is an edited collection from seven different authors. Edited by Rochambeau Lainy, the book sheds light on the challenges and opportunities for inclusive education in a complex environment, presenting diverse perspectives from the authors involved. One of the highlights and strengths of this book is its exploration of the challenges that children with disabilities face in the education system, as well as the ways in which social exclusion influences and exacerbates exclusion in education. The chapters in this book focus on various phenomena, such as language use in learning, gender equality, related disorders, and the experiences of left-handed and deaf students. The book consists of eight chapters divided into four parts that are the result of a research project studying students with disabilities.
The first part (Chapters 1–2) deals entirely with the theoretical and historical background, informing this book. In Chapter one written by Jean Fritzner Étienne. The chapters present a compelling argument about the challenges faced by the Haitian education system in achieving mass and democratic education. It highlights various unresolved obstacles, including exclusion, inequality, inadequate school facilities, and teacher shortages. Étienne highlights the complexities and shortcomings of the education system, providing a comprehensive analysis of the current situation. The second chapter written by Nathalis Wamba, this chapter contains a literature review of research in English and French on inclusive education in Haiti. This chapter is enlightening because it examines how cultural interpretations of disability play an important role in shaping the experiences of people with disabilities in different societies.
The second part (Chapters 3–4) delves into social representations and their internalization within the school context. In the third chapter, authored by Samuel Regulus, he posits that negative social representations of disability significantly impact society’s perception and treatment of individuals with disabilities. In this chapter, Regulus also argues that the education system in Haiti is still unable to provide adequate services for children with disabilities. It is argued that to achieve social justice, it is important to strive for cognitive justice. Education must develop an inclusive environment and pay attention to the cognitive development of children with disabilities. The fourth chapter is written by Lukinson Jean. Jean’s argument highlights the significance of family relationships in shaping the self-image of individuals with disabilities. According to the author, having good and supportive relationships within the family can serve as a crucial resource for individuals, enabling them to cultivate self-confidence, independence, and motivation.
Part three (Chapters 5–6) discusses academic challenges arising from learning disorders and linguistic disabilities. The fifth chapter explores how language impairments and learning disorders can lead students into situations of academic failure. Authored by Rochambeau Lainy, the chapter argues that these students find themselves in situations of academic failure because classroom activities are not designed to harness their cognitive potential. The sixth chapter by Renauld Govain discusses how the challenges surrounding French proficiency among both students and teachers, along with inadequate learning conditions, have contributed to students’ academic struggles and limited intellectual development. Govain proposes that utilizing Haitian Kreyol (BKH) as the initial language of instruction, transitioning to French at later stages, could enhance this situation. The chapter presents a compelling case for creating conducive environments without differentiation based on disabilities or language barriers.
The final part of the book (Part 4 – Chapters 7–8) delves into the topic of the educational needs of students with dyslateralization, deafness, hearing impairment, and autism within the school setting. It explores the implications and strategies for supporting these students and ensuring inclusive education for all. The seventh chapter, authored by Rochambeau Lainy, discusses the challenges faced by left-handed students in learning to read and write. He argues that inadequate educational environments and teaching methods contribute to their struggles, resulting in language gaps and difficulties mastering reading and writing skills. Moreover, Lainy underscores the significance of offering targeted support impactful measures within education, instructional approaches, and psychological assistance. These efforts aim to aid left-handed students in surmounting language obstacles and enhancing their academic accomplishments. In the eighth chapter, authored by Rochambeau Lainy and Ralphson Pierre, the educational context in Haiti is examined. This is important because students who are deaf or hard of hearing encounter considerable challenges and barriers. The chapter delves into various factors, including limited resources, insufficient support, and societal stigmas, that contribute to the difficulties these students experience on their educational path.
Overall, this book opens a space for dialogue that needs to be deepened. This is one of the reasons why I feel attracted to and welcome this book, in the hope that it will increase understanding of the challenges faced by students with disabilities in educational settings and encourage positive change in their lives. While this book provides in-depth analysis and encourages change, it falls short in presenting concrete solutions and recommendations from the authors. Therefore, I hope that more research by academics on disability and solutions for change in inclusive education will be developed. The hope is that there will be a push to create an inclusive educational environment, where every student, including those with disabilities, can learn and develop without barriers. This environment will provide them with the necessary support to reach their full potential. This book is highly recommended for educators, policy makers, parents and guardians of students with disabilities, researchers and education observers. The book successfully underscores the need for change in the education system towards greater inclusiveness, while pointing out the need for concrete steps to achieve this goal.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
[email protected]
Kurnia Dwijayanti and Nur Azizah
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Acknowledgements
The author’s would like to express her gratitude to LPDP (Lembaga Pengelolaan Dana Pendidikan/Indonesia Endowment Fund for Education) for supporting this review.