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Perspectives and experiences of parents of children with disabilities in inclusive settings in Brunei Darussalam
Author
Dayangku Hajah Aslinah Pengiran Haji Ismail
Supervisor
Lim, Levan
Thaver, Thana
Abstract
This research study investigates the perspectives and experiences of parents of children with disabilities by placing their children in the inclusive settings in Brunei Darussalam. The specific aims of this study seek to examine parents of children with disabilities’ understanding of inclusive education; their perceptions of their children’s experiences in the inclusive settings; and their expectations and concerns in terms of support received by their children in the inclusive settings.
Twelve parents of children with disabilities from three primary and two secondary schools were interviewed using a semi-structured set of questions. The analysis of the qualitative data collected yielded various themes and sub-themes belonging to three main categories that reflected the three main aims of the study.
The major findings of this study were that a majority of parents of children with disabilities lack the awareness and knowledge of inclusive education policy in Brunei Darussalam. They also shared their children’s positive and negative experiences with their peers and teachers in the regular education classroom. Concerns and expectations with the current level of school wide support provided to their children and school culture which support such practices as well as the provision of modifications and adaptations for their children in the regular education classroom were highlighted by these parents.
The findings of this study suggest that it is of utmost importance for parents of children with disabilities to understand the term and concept of ‘inclusive education’ in the local context as they are the main stakeholders and advocates in the education of their children. Their perspectives and experiences which provided information on the existing support and resources are crucial and beneficial to the implementation
framework of the inclusive education model in Brunei Darussalam.
Twelve parents of children with disabilities from three primary and two secondary schools were interviewed using a semi-structured set of questions. The analysis of the qualitative data collected yielded various themes and sub-themes belonging to three main categories that reflected the three main aims of the study.
The major findings of this study were that a majority of parents of children with disabilities lack the awareness and knowledge of inclusive education policy in Brunei Darussalam. They also shared their children’s positive and negative experiences with their peers and teachers in the regular education classroom. Concerns and expectations with the current level of school wide support provided to their children and school culture which support such practices as well as the provision of modifications and adaptations for their children in the regular education classroom were highlighted by these parents.
The findings of this study suggest that it is of utmost importance for parents of children with disabilities to understand the term and concept of ‘inclusive education’ in the local context as they are the main stakeholders and advocates in the education of their children. Their perspectives and experiences which provided information on the existing support and resources are crucial and beneficial to the implementation
framework of the inclusive education model in Brunei Darussalam.
Date Issued
2010
Call Number
LC1203.B7 Day
Date Submitted
2010