Contextualising Tonga inclusive special education policy in a global inclusive education policy
Keywords:
Inclusive education, Special education, Inclusive Special EducationAbstract
This article examines inclusive education in Tonga by seeking to explore Tongan cultural strengths through the four golden pillars––Fāa‘i Kavei Koula––that underpin Tongan culture and values, and their potential influence on the development of an effective Tongan inclusive special education policy and practice. Conflicting models that inform how those with special educational needs have been perceived in Tonga are discussed. In addition, the article addresses how education for individuals with special needs has evolved globally from special education to inclusive education, and now to the newer concept of inclusive special education. This evolution is relevant for the way it has shaped policy in Tonga, illustrating the influence of global thinking on Tongan special needs educational provision.
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The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
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