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      Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes

      Daveta, Mereoni Laveti
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      Daveta, M. L. (2009). Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes (Thesis, Master of Special Education (MSpEd)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2769
      Permanent Research Commons link: https://hdl.handle.net/10289/2769
      Abstract
      The purpose of this research was to examine teacher perspectives and

      attitudes on inclusive education for children with disabilities in Fiji. Teachers'

      perspectives and attitudes are crucial in providing insights that could

      help improve education and services for children with disabilities in regular

      schools in Fiji.

      A qualitative approach using semi structured interviews was selected as

      the methodology for this research. Nine teachers from nine different

      schools in Suva, the capital city of Fiji, participated in this research. The

      nine participants were selected from three different school settings. Three

      of the participants were from special schools, three were from primary

      schools and three were from secondary schools.

      Data collected showed that teachers support inclusive education, however,

      they had reservations on the inclusion of students with severe disabilities.

      Several factors were identified to influence teachers' attitudes towards inclusion.

      The most common factors were severity of disability that the students

      had, inadequate training of teachers on teaching students with disabilities,

      inadequate government funding, lack of specialised resource personnel

      and lack of appropriate equipment and resources to support students

      and teachers in the teaching learning process. Limited commitment

      from the Ministry of Education and limited participation and consultation of

      teachers on policy and curriculum design were also identified as contributing

      factors for non inclusion of students with disabilities in regular schools.

      Teachers need to change their perspectives and attitudes and schools

      need to be welcoming and prepared to accept all students with disabilities

      into the general education system in Fiji.
      Date
      2009
      Type
      Thesis
      Degree Name
      Master of Special Education (MSpEd)
      Publisher
      The University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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