Implementation of Inclusive Education in a Selected School in Malé, Maldives: Teachers’ Experiences

Abstract

The basis of inclusive education is not only related to equal human rights, but also as a means to improve and achieve quality education for all. In this respect, teachers play an important role in the successful implementation of inclusive education. However, some research has shown that teachers have inadequate knowledge, skills, and training to implement inclusive education. This study aims to gain a deeper understanding of teachers’ experiences in the implementation of inclusive education at a school in Malé, Maldives, including challenges faced. The study was guided by both the principles of constructivist theory and ecological theory to unveil these challenges. To attain the objectives of the study, related literature on international policies and concepts of inclusive education was reviewed in detail. Adopting a qualitative approach, data was also collected through interviews and observations with nine teachers who were selected purposefully. The data gathered from the field was analysed and described in a narrative form. Findings support the importance of teacher training, appropriate teacher-student ratio, proper resources, and an effective monitoring system for the successful implementation of inclusive education.