Inclusive Education in Guyana: a Call for Change
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 25 No 1 2010 INCLUSIVE EDUCATION IN GUYANA: A CALL FOR CHANGE Amanda Ajodhia-Andrews and Elaine Frankel Ryerson University This study examines inclusive education within Guyana for children with special needs (zero to eight years), from the perspectives of policy makers, teachers, and parents (n = 22). The study is framed within a social-constructivist perspective, and uses grounded theory for the collection and analysis of data. Four themes emerged from the data as potential barriers to implementing inclusive education in Guyana: attitudes and perceptions toward those with special needs, change agents, resources, and experiences with children with special needs. This study describes the interrelating relationships between the core phenomenon (i.e., attitudes toward those with special needs), and the other conditions (i.e., change agents, resources, and experiences with children with special needs) necessary for successful inclusion. The interrelationship between these factors stimulates strategies or actions. These lead to consequences, which prevent sustainable and successful inclusive education within Guyana. There is a discussion of recommendations and conclusions that may assist in supporting inclusive education within Guyana. Inclusion respects and values the diversity of each child, acknowledging that he or she is a contributor to society, regardless of abilities (Crippen, 2005; Rallis & Anderson, 1994). The United Nations Convention on the Rights of Persons with Disabilities acknowledges that all children with special needs have equal human rights and freedom as any other child (United Nations, 2006). The United Nations Convention on the Rights of the Child further declares that all children (with or without special needs) have basic rights to an education, and to experience full involvement within society (Frankel, 2004; United Nations, 1989).
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