Abstract
The Pacific Island nations are in the process of transforming education to support all learners through the application of more inclusive approaches. In order to measure progress, they are working collaboratively to develop a set of local and contextually applicable indicators for inclusive education. This article reports the initial step in this process. A detailed review of literature about the Pacific Islands highlights 10 themes that are highly pertinent to the monitoring of inclusive education (IE) in the region. The article reviews these themes across the continuum of input, process, and outcomes for IE, at 3 levels of implementation: micro, meso, and macro. While disability-inclusive indicators for measuring IE within the Pacific Islands are very limited at present, the article also identifies strategies, good practices, government recommendations, and outcomes from across the region that educators may use to inform the development of inclusive practices.
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This research has been funded by the Australian Government, through the Department of Foreign Affairs and Trade’s Australian Development Research Awards Scheme (ADRAS), under an award titled ‘Developing and testing indicators for the education of children with disability in the Pacific’. The views expressed herein are those of the author(s) and not necessarily those of the Commonwealth of Australia. The Commonwealth of Australia accepts no responsibility for any loss, damage or injury resulting from reliance on any of the information or views contained in this publication. The assistance and advice of members of the ADRAS research team who provided documents and support is gratefully acknowledged.
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Forlin, C., Sharma, U., Loreman, T. et al. Developing disability-inclusive indicators in the Pacific Islands. Prospects 45, 197–211 (2015). https://doi.org/10.1007/s11125-015-9345-2
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DOI: https://doi.org/10.1007/s11125-015-9345-2