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Parent and Teacher Attitudes Towards Inclusive Education in Nauru

Published online by Cambridge University Press:  01 September 2020

Angela Page ,
Jeanette Berman  and
Penelope Serow
Angela Page*
Affiliation:
University of Newcastle, Australia
Jeanette Berman
Affiliation:
University of New England, Australia
Penelope Serow
Affiliation:
University of New England, Australia
*
*Corresponding author. Email: apage1@newcastle.edu.au
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Abstract

It is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.

Keywords

inclusive educationRepublic of Nauruteacherparentattitudesdisability
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 44 , Issue 2 , December 2020 , pp. 116 - 128
Copyright
© The Author(s) 2020

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Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

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