| Description |
1 online resource (293 pages) |
| Contents |
Intro; Review Board; Contents; Editors and Contributors; About the Editors; Contributors; List of Figures; List of Tables; Chapter 1: Introduction; 1.1 What Do We Know About Inclusive Education in the Caribbean?; 1.2 Why a Text that Looks at Achieving Inclusion?; 1.3 Who Is the Target Audience for This Book?; References; Part I: Globalized Views of Inclusion in the Caribbean: Implications for Education Policy & School Organization; Chapter 2: Evolution of Educational Inclusion Policy Discourse in Jamaica: From Colonialism to Globalization; 2.1 Contemporary Definitions of Educational Inclusion |
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2.2 Theoretical Frame: Postcolonial Theory2.3 Early Slave and Colonial Period; 2.4 The Independence Period; 2.5 New Globalization Era; 2.6 A Postcolonial Theory Interpretation; 2.7 Conclusion and Recommendation; References; Chapter 3: The Implications of Selective Secondary Education for Inclusive Education in Barbados; 3.1 Introduction; 3.2 Inclusive Education; 3.3 Selective Education; 3.4 Ability Grouping; 3.5 Need for Change; 3.6 Policy for SEND; 3.6.1 National Barbados Policy About Special and Inclusive Education; 3.6.2 Specific Education Legislation for Children with SEND |
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3.6.3 Statutory Guidelines for Schools on Children with SEND3.6.4 Trained Special Learning Needs Coordinators (SLNCOs) in All Schools; 3.6.5 Initial and In-service Training for All Teachers on SEND; 3.6.6 Educational Psychologists for Assessments and Program Planning; 3.6.7 Guidance Counselors in Secondary Schools, Social Workers in Primary Schools; 3.6.8 Partnership Services for Families Who Have Children with SEND; 3.7 Teacher Training; 3.8 Change from Selective Secondary Education; 3.9 Conclusion; References |
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Chapter 4: Quantitative Research Methods and Design for Investigating Inclusive Education in the Caribbean4.1 Introduction; 4.2 Caribbean Education Context; 4.3 The Current State of Inclusion in the Caribbean; 4.4 Qualitative Research Methods in Special Education Studies in the Caribbean; 4.5 Quantitative Studies on Inclusive Education Caribbean; 4.6 Proposed Quantitative Research Studies on the Caribbean; 4.7 Measuring Inclusive Education in the Caribbean; 4.7.1 Proposed Quantitative Research Model; 4.7.2 Challenges to Measuring Inclusive Education in the Caribbean |
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4.8 Potential Policy Implications4.9 Conclusion and Recommendations; References; Part II: Critical Debate on Education Exclusion and Overcoming Barriers to Participation in School; Chapter 5: The Case of Educational Exclusion of Children in the Eastern Caribbean; 5.1 Introduction; 5.2 Background; 5.3 Purpose/Objective; 5.4 Methodology; 5.4.1 Main Data Sources; 5.4.2 The Five Dimensions of Exclusion: The Conceptual and Methodological Framework of Exclusion; 5.5 The Findings; 5.5.1 Present Exclusion Versus Potential Exclusion; 5.5.2 A Deeper Examination of Potential Exclusion |
| Summary |
This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the main site of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders |
| Bibliography |
Includes bibliographical references |
| Notes |
5.5.3 The Gender Dimension: Exclusion and Student Progression by Sex |
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Online resource; title from digital title page (viewed on July 04, 2019) |
| Subject |
Inclusive education -- Caribbean Area
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Inclusive education
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Caribbean Area
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| Form |
Electronic book
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| Author |
Blackman, Stacey, editor.
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Conrad, Dennis A., Ph. D., editor.
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Brown, Launcelot, editor.
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| ISBN |
3030157695 |
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9783030157692 |
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