Barriers to inclusion among students with disabilities at primary and secondary schools in Trinidad: a qualitative enquiry

Children with disabilities have an equal right to quality education; however, many still experience exclusion or low-quality education. The study explores barriers to inclusion among students with disabilities at primary and secondary schools in Trinidad. Data, obtained from students with disabilities and parents/guardians via twenty-two interviews, revealed the existence of polite inclusion where diversity is acknowledged yet meaningful structural change is avoided. Polite inclusion is reflected in the pervasive systemic barriers, an unrealistic reliance on school aides to address systemic issues, and insufficient human resources including speech and occupational therapists, special education teachers and psychologists. From an international perspective, clarification on the human resources required to support inclusive education with clear guidelines for each role is needed. Centring students’ voices, leveraging parents’ contextual knowledge, and further embedding of equity across governance, resourcing, capacity building, school-level support and monitoring and evaluation are essential for ensuring equal and quality education.