Inclusive Special Education in Tonga: Policy and Practice

<p><b>The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.</b></p> <p>This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.</p> <p>The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.</p> <p>Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.</p>

Inclusive Special Education in Tonga: Policy and Practice

<p><b>The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.</b></p> <p>This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.</p> <p>The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.</p> <p>Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.</p>

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.

Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities

<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>

Transforming Inclusive Education: Nine Tips to Enhance School Leaders’ Ability to Effectively Lead Inclusive Special Education Programs

Principals and assistant principals, collectively referred to as<em> school leaders</em>, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, laws, and concepts associated with inclusion; models of coteaching; transformational leadership theory and traits; roles and responsibilities of school leaders in inclusive education programs; and practical strategies to implement to improve upon current inclusive education practices. This article is designed to be used with emerging, new, and experienced school leaders.