STAKEHOLDERS’ PERSPECTIVES OF THE IMPLEMENTATION OF THE INCLUSIVE EDUCATION POLICY IN SAMOA: A CULTURAL FIT By Rasela Tufue-Dolgoy A thesis submitted for the degree of Doctor of Philosophy at Victoria University of Wellington September 2010 Abstract This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in the Samoan education system. It aims to identify barriers and facilitators to the implementation of the IE policy in this context. The study seeks an answer to the question: What are the beliefs, experiences, expectations and practises of key stakeholders of IE? The stakeholders include practising teachers in primary education classrooms, policy- makers in education, parents of children who are physically and intellectually challenged, teacher-trainers, and local community leaders. The study uses a phenomenologically oriented approach to gain insight into participants’ perspectives and experiences about IE and the implementation of this policy in Samoa. It draws upon document analysis, individual interviews, and focus group discussions as methods for data collection. The results indicate a paradox in participants’ beliefs and practices of IE. Participants, particularly the policy implementers (teachers), tend to be inclusive in their thinking and behaviour at home. However, in the classroom, although participants seem to operate from an inclusive mindset, the practice tends to be exclusive and thus grounded in the medical model of disability. Rather than creating inclusive environments, IE appears to have created another type of exclusion. A number of implications for practice are detailed and future research ideas are outlined. i Acknowledgments First, I must pay tribute to my Almighty God in Heaven (my chief supervisor) for without him I would never have been able to survive this journey. Many people have helped me with this study and deserve my deepest gratitude. I thank the teachers, teacher educators, policy makers, parents, church, and community leaders for their contribution to the study via their voices. My supervisors contributed to this study in different ways. Thanks to Dr Lex McDonald for providing constructive advice and guidance throughout the study and Dr Lise Claiborne for her valued support before she left for Massey University (2008). There are a number of other individuals who must be thanked. Associate Professor Tagaloa Dr Peggy Fairbairn-Dunlop, Auckland University for always having time to discuss ideas, read some of my work despite her demanding schedule. The Samoan scholar, Orator-Chief Hon Mano’o Lutena Mulitalo for his knowledge on the Samoan culture, and not withstanding his busy schedule, is always willing to make time for robust discussions, provide feedback and edit some of my work. Gratitude is also expressed to Dr Josephine Mwanzia for reading some of my work and to Momoe Malietoa-von Reiche for her willingness to share ideas and to listen to my frustrations. I greatly appreciate the financial support provided by the New Zealand Government (NZAID) Agency for International Development through their scholarship scheme award. Thanks to the Victoria University of Wellington (VUW) Faculty of Education for supporting me to present part of this study at two conferences. The National University of Samoa need to be thanked for granting me study leave. Special thanks to my church family, the Wellington Seventh Day Adventist Church and the Samoan group in particular for their spiritual support which provided a source of strength and peace. I wish to thank my family especially my sister Nia Lole for their love and prayers. My colleagues at the Faculty of Education, National University of Samoa deserve my gratitude. Fa’amalo le tapua’i. Thanks to my PhD colleagues Truphena Oduol and Sailajah Sukumaran for providing a shower and a ii meal during the many nights spent at the office. Irene Sattar is greatly thanked for formatting the final report. Thank you all. Finally, this thesis is dedicated to the memories of three dear persons who embarked on this journey with me but sadly could not make it to the end. My husband Reevan Dolgoy who passed away in 2006, my mother Olive Schuster-Tufue in 2008 and a very dear friend Mulo Sasa in 2010. They are greatly missed for they were an inspiration and an anchor of support. When they were gone I was like a ship without a sail but through God’s grace, support was provided through many individuals. May God bless all those individuals who have contributed one way or another to the completion of this study. Fa’afetai tele lava. iii Table of Contents Abstract .................................................................................................................... i Acknowledgments ................................................................................................... ii List of Figures ......................................................................................................... ix List of Tables ........................................................................................................... x Abbreviations and Acronyms .................................................................................. xi CHAPTER ONE .................................................................................................... 1 Introduction ........................................................................................................... 1 Setting the Scene .............................................................................................. 1 The Issue .......................................................................................................... 2 Purpose of the Study ......................................................................................... 5 Research Objectives and Questions................................................................... 6 Significance of the Study .................................................................................. 7 Research Design ............................................................................................... 8 Researcher’s Position in the Study .................................................................... 8 Motivation for the Study ................................................................................... 9 Establishing Boundaries ..................................................................................10 Chapter Outlines ..............................................................................................11 CHAPTER TWO ..................................................................................................12 Inclusive Education: Literature Review ..............................................................12 Introduction .....................................................................................................12 The Inclusive Education Concept.....................................................................13 Defining Inclusive Education ..................................................................................13 Influences on the Inclusive Education Movement....................................................14 Historical Context ...................................................................................................15 Emergence of Special Education System .........................................................16 Criticism of Special Education – Medical Model ....................................................17 Integration .......................................................................................................20 Integration Developments and Critique ...................................................................20 International Policies and Legal Aspects ..........................................................21 Inclusive Education – A Social Model .............................................................23 Criticism of Inclusive Education .............................................................................28 Teachers’ Attitude ...........................................................................................29 Teacher’s Attitude – International Studies ...............................................................30 iv Teachers’ Attitude – Pacific Studies ........................................................................32 Parent’s Attitudes – International Studies ........................................................34 Models of Inclusive Practice ............................................................................35 Teacher Professional Development ..................................................................38 School Leadership ...........................................................................................42 Policy Transfer ................................................................................................43 Conclusion ......................................................................................................48 CHAPTER THREE ..............................................................................................49 Culture and the Samoan Context .........................................................................49 Introduction .....................................................................................................49 Samoa – The Research Location ......................................................................50 Hofstede’s Model