Queensland University of Technology CRICOS No J AusAID Development Research Award Scheme Strengthening capacity for disability-inclusive education development in policy formulation, implementation and monitoring in the South Pacific Region QUT USP Suzanne Carrington Subhas Chandra Hitendra Pillay Joyce Heeraman Jenny Duke Megan Tones

CRICOS No J a university for the world real R Overview Purposes of the Project Research Questions Research Team Design & Methodology Procedures Data Collection - The Index for Inclusion Phases of the Research Process Ongoing Communication, Engagement & Outcomes References

CRICOS No J a university for the world real R Purposes of the Project Progress culturally-appropriate inclusive education in Fiji, Vanuatu, Samoa & Solomon Islands Develop capacity of all involved (equal partners) Ensure that progress towards inclusive education is sustainable Inclusive education is a response to global concerns that all children have the right to access and complete a free and compulsory education that is responsive to the needs and relevant to their lives (UNESCO, 2000)

CRICOS No J a university for the world real R Research Questions 1.What are existing data in relation to disability- inclusive development? 2.What are the regional, national and local priorities for progressing disability-inclusive education? 3.How can action-research projects contribute to building capacity and progressing sustainable disability-inclusive development in school communities?

CRICOS No J a university for the world real R Research Team

CRICOS No J a university for the world real R Design and Methodology Phase 1 of Project (Archival Review)Phase 2 of Project (Action Research Case Studies) RQ1. Existing Data RQ2. Country Priorities RQ3. School Case Studies Situational Analysis - Document analysis Needs Analysis -Document analysis - Questionnaires -Individual and focus group interviews Action Research -Questionnaires -Individual and focus group interviews Phase 1-3 of Index for Inclusion Phase 4-5 of Index for Inclusion

CRICOS No J a university for the world real R Phase 1 – Archival Review Situational analysis of potential factors influencing the development, advancement and outcomes of inclusive education in Fiji, Samoa, Solomon Islands and Vanuatu (Armstrong, Armstrong & Spandagou, 2010; McConkey & Bradley, 2010). Literature review and consultation with national researchers to confirm findings. Examples of literature include: –Country specific policy documents –NGO reports –Journal articles and books

CRICOS No J a university for the world real R Country/ Region Context Pacific Region Profile –Social perceptions of disability in the Pacific –Opportunities and challenges for people living with disability in the Pacific –Educational context and resources for people with disbilities Country Specific Profiles –Geography and general population statistics –Background and history of the education of children with disabilities (including available data)

CRICOS No J a university for the world real R Rights of Children with Disabilities (McConkey & Bradley, 2010) UN Declarations (Equal Rights) – Have the countries ratified the Convention on the Rights of the Child and Rights of Persons with Disabilities? National Laws (Social Justice) – Are above covered in national laws e.g. legal and constitutional provisions and legislation on education for people with special educational needs. Policy Guidance (Fair Implementation) – Inclusive and special education policies directed towards schools. Rights promotion/ Advocacy – e.g. Disabled Persons’ Organisations, Parents’ associations, Non-Government Organisations (coalitions of common interest).

CRICOS No J a university for the world real R Example: Rights of Children with Disabilities FijiSamoaSolomon IsVanuatu Ratified Convention on Rights of the Child  Ratified Convention on Rights of Persons with Disabilities Signed only   Compulsory Education Legislation  Special/ Inclusive Education Policy  Mentioned in Strategic Plan 

CRICOS No J a university for the world real R Summary Phase 1 The ongoing review of archival documents shows that there is a real need for research and data collection to provide evidence for effective and sustainable inclusive education for students with disabilities in the Pacific. Phase 2 of this study is intended to address this by conducting action research in inclusive schools.

CRICOS No J a university for the world real R Phase 2 – Action Research Case Studies The action research case studies will be conducted in at least two schools per participant country. Inclusive education will be facilitated via the Index for Inclusion (Booth & Ainscow, 2002)

CRICOS No J a university for the world real R Design & Methodology (RQ’s 2 & 3) DESIGN – participatory action research within volunteer school communities (case studies) PARTICIPANTS – young people with disability, their parents/carers, their peers, their teachers, their school principal & community professionals DATA COLLECTION – questionnaires, individual & focus group interviews (based on the Index for Inclusion) DATA ANALYSES

CRICOS No J a university for the world real R The Index Process Phase One: Starting the Index Process Phase Two: Finding out about the school Phase Three: Producing an inclusive development plan (i.e., set priorities and plan first cycle of action research)

CRICOS No J a university for the world real R The Index Process Phase Four: Implementing developments Phase Five: Reviewing the Index process Figure 1- A cyclic and spiral process incorporating the phases of planning, implementation and review.

CRICOS No J a university for the world real R Data Collection The Index for Inclusion Questionnaires, individual interviews and focus group interviews will be based on the three dimensions of the Index for Inclusion –Dimension 1: Creating inclusive cultures –Dimension 2: Producing inclusive policies –Dimension 3: Evolving inclusive practices The questions will be adapted from those suggested in the Index –e.g., Dimension 3 - ‘Are students encouraged to take responsibility for their own learning?’

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R Induction and Capacity Building: Research Team Phase 1: Establishing the Foundation (Complete) –Regional Workshop at USP (roles & responsibilities) Phase 2: Reviewing and Setting Priorities (Complete) –Regional Workshop at USP (baseline data & procedures) Phase 3: Planning, Implementing and Knowledge Transfer –Local Action Research Sessions at Schools (establish teams & procedures) Phase 4: Reviewing and Building Capacity –Local Action Research Sessions at Schools (research outcomes & planning) –Regional Workshop at USP (outcomes & recommendations) Phase 5: Ensuring Sustainability –National Workshops – Fiji, Vanuatu, Samoa & Solomon Islands

CRICOS No J a university for the world real R Ongoing Communication, Engagement & Outcomes Progress and outcomes will be shared among the research groups/participants (and interested others): –Site visits to schools and communities –Regular & Skype video-conferences –Action Research Sessions (at schools) –Workshops (at USP Suva) –Engagement with the Pacific Disability Forum –USP as ‘hub’ for training/resources – culturally appropriate approaches to disability-inclusive education –Visual representations (photos & videos) –Newsletters, Materials & Resources (USP & PIFS) –Academic & professional journal articles –Colloquia and workshops at QUT Faculty of Education –Media releases –

CRICOS No J a university for the world real R References Armstrong, A. C., Armstrong, D. & Spandagou, I. (2010). Inclusive Education: International Policy and Practice. London, UK: SAGE Publications. Booth, T. & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. Bristol, UK: Centre for Studies on Inclusive Education. McConkey, R. & Bradley, A. (2010). Promoting inclusive education in low-income countries. In: A Long Walk to School: International Research on Inclusive Education across the Life-Span. (Eds: Timmons, Vianne and Walsh, Patricia Noonan), Sense Publishers, pp ISBN UNESCO (2000). The Dakar framework for action, education for all: Meeting our collective commitments. Paris: Author. Retrieved from UNESCO (2001). Understanding and responding to children’s needs in inclusive classrooms. Paris: Author. Retrieved from UNESCO (2003). Overcoming exclusion through inclusive approaches in education: A challenge and a vision. Conceptual paper. Paris: Author. Retrieved from UNESCO (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. Paris: Author. Retrieved from UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: Author. Retrieved from UNESCO (2009). Policy guidelines on inclusion in education. Paris: Author. Retrieved from /177849e.pdf