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Inclusive education in the Dominican Republic: teachers’ perceptions of and practices towards students with diverse learning needs

Published version
Peer-reviewed

Repository DOI


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Authors

D’Angelo, S 
Singal, N 

Abstract

jats:secjats:titleIntroduction</jats:title>jats:pStudents with diverse learning needs, particularly those with disabilities or identified as overaged, face significant challenges within the Dominican Republic’s education system. Despite efforts by the Ministry of Education to promote inclusion, these learners often have limited access to quality pedagogical support. This is further confounded by the fact that there is a paucity of research examining how teachers perceive and interact with these learners.</jats:p></jats:sec>jats:secjats:titleMethods</jats:title>jats:pThis ethnographic study draws on diverse methods, including observations and interviews, to investigate teachers’ perceptions of inclusion in two public schools and how these perceptions shaped their pedagogical practices.</jats:p></jats:sec>jats:secjats:titleResults</jats:title>jats:pThe authors illuminate how teachers’ perceptions of their students, their schools, and their classroom environments influence their commitment to facilitating student learning, irrespective of student age or ability.</jats:p></jats:sec>jats:secjats:titleDiscussion</jats:title>jats:pThe findings contribute valuable insights to inform strategies for enhancing inclusive education in the Dominican Republic. Recommendations for policy and teacher training are provided, and the importance of conducting research with teachers is explained.</jats:p></jats:sec>

Description

Peer reviewed: True

Keywords

3901 Curriculum and Pedagogy, 39 Education, 3904 Specialist Studies In Education, Behavioral and Social Science, 4 Quality Education

Journal Title

Frontiers in Education

Conference Name

Journal ISSN

2504-284X
2504-284X

Volume Title

9

Publisher

Frontiers Media SA