Bahamian Elementatry School Principals' and Teachers' Perceptions of Inclusive Education
Location
Room 129
Proposal Track
Research Project
Session Format
Round Table
Preferred Time
Friday morning
Abstract
This proposed study will examine Bahamian elementary school principals’ and teachers’ perceptions of inclusive education as means to meeting needs of all students, particularly students with disabilities in grades one through six in New Providence, Bahamas. The overarching research question guiding the study is: What are Bahamian elementary schools principals’ and teachers’ perceptions of inclusive education. A case study research design will be utilized and a mixed method approach applied to the data collection and analysis. Data will be collected using a survey and one-to-one interviews. Murray (2012) and Stubbs (2009) identified school leadership and qualified teachers as key factors for successful implementation of inclusive education. Consequently, understanding the current perceptions of principals and teachers about inclusive education can benefit in the development and sustainability of inclusive learning environments for Bahamian schools. This proposed study has merit in understanding what key stakeholders say about inclusive education and its viability in the Bahamian classroom. The results of the study can guide policymakers in how best to redistribute financial, human, and physical resources to make inclusive education a reality. Furthermore, the proposed study can make a valuable contribution to the literature on inclusive education in a Bahamian context.
Keywords
Leadership, inclusive education, Perceptions, Bahamas
Recommended Citation
Colebrooke, Tracy, "Bahamian Elementatry School Principals' and Teachers' Perceptions of Inclusive Education" (2015). Georgia Educational Research Association Conference. 16.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/16
Bahamian Elementatry School Principals' and Teachers' Perceptions of Inclusive Education
Room 129
This proposed study will examine Bahamian elementary school principals’ and teachers’ perceptions of inclusive education as means to meeting needs of all students, particularly students with disabilities in grades one through six in New Providence, Bahamas. The overarching research question guiding the study is: What are Bahamian elementary schools principals’ and teachers’ perceptions of inclusive education. A case study research design will be utilized and a mixed method approach applied to the data collection and analysis. Data will be collected using a survey and one-to-one interviews. Murray (2012) and Stubbs (2009) identified school leadership and qualified teachers as key factors for successful implementation of inclusive education. Consequently, understanding the current perceptions of principals and teachers about inclusive education can benefit in the development and sustainability of inclusive learning environments for Bahamian schools. This proposed study has merit in understanding what key stakeholders say about inclusive education and its viability in the Bahamian classroom. The results of the study can guide policymakers in how best to redistribute financial, human, and physical resources to make inclusive education a reality. Furthermore, the proposed study can make a valuable contribution to the literature on inclusive education in a Bahamian context.
