CHALLENGES OF REGULAR TEACHERS IN IMPLEMENTING INCLUSIVE EDUCATION IN SCHOOLS OF MALDIVES

Abstract

Inclusive education is in the early stages of implementation in the Republic of Maldives. Exploring the challenges faced by regular teachers will contribute greatly to the policymakers. This study explored the challenges faced by regular teachers (RTs) in implementing inclusive education in government primary schools in the Republic of Maldives. The instruments used in this mixed method research was a survey questionnaire and interviews. A survey questionnaire of three sections with an open-ended question on teachers' challenges was administered to randomly selected regular teachers (N=125) from 11 schools and six geographical locations. A semi-structured interview guide was used for regular teachers (N= 12). The data from the open-ended question was analysed for categories and the interview transcripts were thematically analysed. The challenges of RTs in implementing inclusive education in mainstream schools of Maldives were found to be lack of resources, large class size, lack of time, lack of trained teachers, and lack of knowledge. It is recommended for policymakers to provide necessary resources, bring changes to current policy of teacher allocation, provide regular teachers with skills and knowledge through professional development programs and conduct awareness programs to foster positive attitudes. It is proposed for policymakers to build partnerships with higher education institutions to develop innovative teacher education programs in preparing skilled teachers for implementing inclusive education in the Republic of Maldives.