ABSTRACT

Papua New Guinea confronts unique and complex challenges with national reform policies promoting the increase of children with a disability enrolling in mainstream schools. Despite these policies being introduced in the last two decades, the translation to practice has been slow. In order to equip teachers with the necessary skills, knowledge and dispositions to implement inclusive education in Papua New Guinea, there is a pressing need to identify and understand the challenges teacher-educators experience. Data collected as part of an Australian-funded Fellowship, from ten Papua New Guinea education leaders, elucidate the perceived challenges associated with teacher-training for inclusive education. Content analysis of the participants’ reflections revealed insights into how and what pedagogical and curriculum transformations in teacher education training courses could improve inclusive education practices in Papua New Guinean schools. These findings enhance agency for the education leaders to promote positive change so that Papua New Guinea can further its implementation of inclusive education.

摘要

巴布亚新几内亚面临着独特而复杂的挑战，其国家改革政策促进了残疾儿童进入主流学校的人数增加。尽管这些政策是在过去二十年中出台的，但转化为实践的速度却很慢。为了让教师具备在巴布亚新几内亚实施全纳教育所需的技能、知识和性格，迫切需要确定和理解教师-教育工作者所面临的挑战。作为澳大利亚资助的奖学金的一部分，从十位巴布亚新几内亚教育领导者那里收集的数据阐明了与包容性教育教师培训相关的挑战。对参与者反思的内容分析揭示了教师教育培训课程中的教学和课程转型如何以及如何改进巴布亚新几内亚学校的全纳教育实践的见解。这些调查结果增强了教育领导者促进积极变革的能力，以便巴布亚新几内亚能够进一步实施全纳教育。