Caribbean Discourse in Inclusive Education
Historical and Contemporary Issues
A volume in the series: Caribbean Discourse in Inclusive Education. Editor(s): Stacey Blackman, University of the West Indies. Dennis Conrad, SUNY Potsdam.
Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South‐South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean’s trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.
Foreword, Jean Crockett. Preface, Stacey Blackman. PART I: BUILDING THE STRUCTURE TO SUPPORT IE. From Charity Education Towards Inclusion: The Development of Special and Inclusive Education in Barbados, Stacey Blackman. Special Education in Trinidad and Tobago: Does Educational Vision and Change Lead to Success? Joan Pedro. Towards Inclusive Education in Trinidad and Tobago: Policy Challenges and Implications, Elna Carrington Blaides and Dennis A. Conrad. PART II: SHAPING THE LANDSCAPE OF INCLUSIVE EDUCATION. You Know Who Is Me? Culturally Inclusive Education, Dyanis Popova. Inclusive Education Across the School Curriculum: Providing Greater Access Through Language, Iris Hewitt‐Bradshaw. Student Assessment Systems in the Caribbean as an Obstacle to Inclusive Education: The Case of Trinidad and Tobago, Jerome De Lisle, Nadia Laptiste‐Francis, Sabrina McMillan‐Solomon, and Cheryl Bowrin‐Williams. Historical Conundrums: Extending Inclusivity to Jamaica’s Children in State Care Education in Jamaica: Inclusive of Whom? Sandra Richards Mayo. Inclusivity or Exclusivity: An Educational Leadership Perspective, Ian Marshall. A Comparison of Barbadian and Grenadian Teachers’ Beliefs About Creativity, Grace‐Anne Jackman and James E. J. Young. Exploring The Transition into Hybrid and Online College Teaching Through Collaborative Self‐Study, Dennis A. Conrad, Elna Carrington‐Blaides, and Dyanis A. Popova. PART III: VOICES FROM THE TRENCHES. Voices From the Trenches: Teachers’ Perspectives On Inclusion, Kimberly Glasgow‐Charles, Lisa Ibrahim‐Joseph, and Laurette Bristol. The Invisible Student: Engaging in A Courageous Conversation About Homosexuality and Formal Schooling in Jamaica, Andrew Campbell. Listening to The Voices of Children With Learning Disabilities (LD) and or Attention Deficit Hyperactivity Activity (ADHD) on Their Experiences of Transitioning to High School, Dawn‐Marie Keaveny. Surviving the Serengeti: A Safe Corner Perspective, Kirk Felix, Margaret Bruce, Suzanne Charles, Nickisha Borris‐Lezama, and Myrtle Blackman. Mobilizing Critical Pedagogy to Teach Queerly, Keitha‐Gail Martin‐Kerr. Barbadian Teachers’ Perspectives of School Culture: Support and Inclusion of Students With Disabilities, Stacey Blackman. Biographies.
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