Teacher perceptions of inclusive education can have a significant impact on the educational opportunities for students with disabilities. Teacher perceptions will ultimately affect the manner in which teachers teach students with disabilities in their classrooms, namely, the way in which teachers offer the appropriate instruction for this population. This phenomenological study focused on general education teacher perceptions’ of inclusive education in Trinidad and Tobago. Research on inclusive education in Trinidad and Tobago suggested that this country has many challenges in creating a successful inclusive environment for students with disabilities but there has been limited insight into the experiences of teachers in these settings. Through in-depth interviews with ten general education teachers from pre-kindergarten and elementary school in Trinidad and Tobago, more detailed understanding was offered on their perceptions of inclusive education and their beliefs of the challenges that are impacting the current model of inclusive education. Data were transcribed, coded, analyzed, and member checked. Key findings from the data revealed that teachers in this study held positive perceptions of inclusive education but believed that improvement was needed in terms of training, and structure. Further, findings revealed that participants believed that societal constraints, infrastructure, governmental input, parent involvement, and teacher training, parent education and education for everyone on disability significantly impacted successful implementation of inclusive education in Trinidad and Tobago. Implications for policy and future research on inclusive education in Trinidad and Tobago are discussed

This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the main site of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders.

The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students' disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers' quality but also the school administrators'. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. [This study was supported by The Scientific and Technological Research Council of Turkey (TUBITAK).] (Contains 8 tables.).