Special Schools and the Search for Social Justice in Trinidad and Tobago: Perspectives From Two Marginalized Contexts

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dc.contributor.author Conrad, Dennis A.
dc.contributor.author Paul, Nicole
dc.contributor.author Bruce, Margaret
dc.contributor.author Charles, Suzanne
dc.contributor.author Felix, Kirk
dc.date.accessioned 2011-10-11T16:01:00Z
dc.date.available 2011-10-11T16:01:00Z
dc.date.issued 2010
dc.identifier.citation Conrad, D. A., Paul, N., Bruce, M., Charles, S., & Felix, K. (2010). Special schools and the search for social justice in Trinidad and Tobago: Perspectives from two marginalized contexts. Caribbean Curriculum, 17, 59-84 en_US
dc.identifier.issn 1017-5636
dc.identifier.uri http://hdl.handle.net/2139/11302
dc.description.abstract This study shares the perspectives and experiences of members of staff from two established special education institutions in Trinidad and Tobago on the issue of how they are responding to national calls for inclusive education. Methodology within the case study tradition included narrative analysis of responses to open-ended questions, observations, document analysis, and the critical experiences of the co-researchers. Findings reveal resilience as one characteristic displayed by the staff of special schools in addressing inclusive education. There is also a concern about whether social justice is possible with an inherited elitism. Staff identified challenges, which include building and sustaining collaborative relationships, resourcing and utilizing technology for education, culturally responsive teaching, early identification and intervention, and teacher preparation. Recommendations for moving forward include more local and Caribbean-wide practices that address culturally responsive curricula, action research-based interventions, a continuum of professional development systems targeting teacher dispositions, and public mobilization regarding the role of education in social justice en_US
dc.language.iso en en_US
dc.publisher School of Education, UWI, St. Augustine en_US
dc.subject Special education teachers en_US
dc.subject Teacher attitudes en_US
dc.subject Inclusive education en_US
dc.subject Cascade School for the Deaf en_US
dc.subject Wharton-Patrick Special School en_US
dc.subject Trinidad and Tobago en_US
dc.title Special Schools and the Search for Social Justice in Trinidad and Tobago: Perspectives From Two Marginalized Contexts en_US
dc.type Article en_US


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