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Nclusive Education in the Pacific: Fiji, Samoa, Vanuatu and Solomon Island

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Nclusive Education in the Pacific: Fiji, Samoa, Vanuatu and Solomon Island Mobilising School and Community Engagement to Implement Disability-Inclusive Education through Action Research: Fiji, Samoa, Solomon Islands and Vanuatu Hitendra Pillay, Suzanne Carrington, Jennifer Duke, Subhas Chandra, Joyce Heeraman, Megan Tones and Rukh Mani Joseph © Queensland University of Technology 2015 Queensland University of Technology Cnr Musk Ave and Victoria Park Rd Kelvin Grove QLD 4059 Australia ISBN-10: 0646940643 ISBN-13: 978-0-646-94064-9 ACKNOWLEDGEMENT This monograph reports the findings from the project: ‘Strengthening capacity for disability- inclusive education development policy formulation, implementation and monitoring in the South Pacific region’, funded by the Australian Development Research Award Scheme (Grant agreement no. 664466). Mobilising School and Community Engagement to Implement Disability- Inclusive Education through Action Research: Fiji, Samoa, Solomon Islands and Vanuatu Chief Researchers Prof Hitendra Pillay (QUT, Australia) Prof Suzanne Carrington (QUT, Australia) Dr Jennifer Duke (QUT, Australia) Dr Megan Tones (QUT, Australia) A/Prof Subhas Chandra (USP, Fiji) Joyce Heeraman (USP, Fiji) National Researchers Ms Rukh Mani Joseph (USP, Fiji) Mr Benedict Esibaea (Solomon Islands) Mr George Mael Toka (Vanuatu) Ms Ailini Ioelu (Samoa) 1 Contents Foreword ................................................................................................................................................. 3 Acronyms ................................................................................................................................................ 6 Section 1: Introduction ........................................................................................................................... 8 1.1 Scope of the action research study ............................................................................................... 8 1.2 Background information ............................................................................................................... 9 Section 2: Research methodology and design ...................................................................................... 12 2.1 Research overview ...................................................................................................................... 12 2.2 Methodological approach ........................................................................................................... 13 2.2.1 Index for Inclusion ................................................................................................................ 14 2.3 Research stages and timelines .................................................................................................... 16 2.4 Action research cycles ................................................................................................................. 21 Section 3: Action research profile of Fiji ............................................................................................... 23 3.1 Background and context ............................................................................................................. 23 3.2 Phase 1: Getting started ............................................................................................................. 25 3.3 Phase 2: Finding out about the school ........................................................................................ 26 3.3.1 Teacher’s voice ..................................................................................................................... 26 3.3.2 School governance and leadership ...................................................................................... 27 3.4 Phase 3: Producing a plan ........................................................................................................... 28 3.4.1 Dimension A: Creating inclusive cultures ............................................................................. 28 3.4.2 Dimension C: Evolving inclusive practices ........................................................................... 29 3.5 Phase 4: Taking action................................................................................................................. 29 3.5.1 Progress on action research projects (Dimension A: Creating inclusive cultures) .............. 29 3.5.2 Professional development and interviews (Dimension C: Evolving inclusive practices) ..... 30 3.5.3 Surveys of teachers, parents and students (Dimension A: Creating inclusive cultures and Dimension C: Evolving inclusive practices) ................................................................................... 31 3.6 Phase 5: Reflecting on progress .................................................................................................. 36 3.7 The way forward ......................................................................................................................... 37 Section 4: Action research profile of Samoa ......................................................................................... 39 4.1 Background and context ............................................................................................................. 39 4.2 Phase 1: Getting started ............................................................................................................. 40 4.3 Phase 2: Finding out about the school ........................................................................................ 42 4.4 Phase 3: Producing a plan ........................................................................................................... 43 4.5 Phase 4: Taking action................................................................................................................. 44 2 4.6 Phase 5: Reflecting on progress .................................................................................................. 45 4.7 The way forward ......................................................................................................................... 45 Section 5: Action research profile of Solomon Islands ......................................................................... 46 5.1 Background and context ............................................................................................................. 46 5.2 Phase 1: Getting started ............................................................................................................. 47 5.3 Phase 2: Finding out about the school – Setting priorities and gathering information ............. 49 5.4 Phase 3: Producing a plan ........................................................................................................... 49 5.5 Phase 4: Taking action................................................................................................................. 50 5.6 Phase 5: Reflecting on progress .................................................................................................. 51 5.7 The way forward ......................................................................................................................... 51 Section 6: Action research profile of Vanuatu ...................................................................................... 53 6.1 Background and context ............................................................................................................. 53 6.2 Phase 1: Getting started ............................................................................................................. 55 6.3 Phase 2: Finding out about the school ........................................................................................ 57 6.4 Phase 3: Producing a plan ........................................................................................................... 57 6.5 Phase 4: Taking action................................................................................................................. 58 6.6 Phase 5: Reflecting on progress .................................................................................................. 62 6.7 The way forward ......................................................................................................................... 63 Section 7: Conclusion and recommendations ...................................................................................... 64 7.1 Background and contextual issues .............................................................................................. 64 7.2 Building awareness for disability-inclusive education ................................................................ 64 7.3 Partnerships with other organisations and engaging the community ....................................... 65 7.4 Building infrastructure and overcoming institutional challenges ............................................... 66 7.5 Developing human resources ..................................................................................................... 67 7.6 Challenges ................................................................................................................................... 67 7.7 Final thoughts ............................................................................................................................. 68 7.8 Recommendations ...................................................................................................................... 69 References ...........................................................................................................................................
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