Non-Teaching Stakeholders’ Experiences with Inclusive Education in a Private School in Jamaica

Abstract

The literature is sparse on understanding the experiences of stakeholders with inclusive education in the
Caribbean. Using a qualitative single case study, this study explores the lived experiences with inclusive
education of non-teaching stakeholders (principal, dean of discipline, guidance counsellor, parents, and
educational assistants) in a private school in Jamaica. Data was collected using individual interviews, focus
group discussions and secondary data. Thematic analysis was used to interpret and present findings. Key findings
revealed supportive school leadership, inconsistent teacher competence and pedagogy, controversies with
educational assistants, and parental denial as barriers that undermine inclusivity. Leadership support that goes
beyond the principal to include the school board of directors was highlighted as an important consideration. The
study provides other implications and recommendations for the inclusive classroom in the Jamaican educational
milieu. Although the findings are specific to this case, they can be transferred and applied to inclusive education
in other contexts regionally and globally to inform inclusive practices and considerations.