Article Title: Reconceptualizing Inclusive Education in Vanuatu: The Need for a Contextualized Model Integrating Special Education Components
Volume Number: 1
Issue: 1
Year: 2025
Article Type: Concept Paper
Author Names: Prof. Lincoln Hlatywayo^1*, Mrs. Kathleen Arthur¹, and Dr. Sophie Hlatywayo²
Page Number: 01-11
Affiliations: ¹Department of Educational Studies, National University of Vanuatu, Vanuatu, ²Department of Educational Studies, Zimbabwe Open University, Zimbabwe
Keywords: Inclusive education, special education, Community-Based Inclusive Development (CBID), special classes, inclusive mainstream classrooms, severe and profound impairments inclusive education resource centers, Individualized Education Plans (IEPs)
Abstract: This concept paper critically examines Vanuatu’s approach to inclusive education, highlighting the absence of formal special education structures and its implications for learners with severe to profound impairments. While Vanuatu has made commendable progress in implementing inclusive education, its current framework primarily supports students with mild to moderate disabilities, leaving those requiring specialized interventions at risk of exclusion. Drawing on international best practices, the paper argues for a contextualized model that integrates special education components within an inclusive framework. The proposed model includes mainstream inclusive classrooms, special classes in regular schools, and cluster-based inclusive education resource centers to provide specialized support and interventions. Additionally, the paper discusses the importance of sustainable teacher training initiatives, improved coordination among stakeholders, and a long-term financing mechanism to reduce reliance on donor funding. To ensure the effective implementation of this model, the paper recommends strengthening the Inclusive Education and Training Policy (2025-2030), fostering multi-sectoral collaboration, enhancing community engagement, and establishing a robust monitoring and evaluation system. By adopting this approach, Vanuatu can create an inclusive education system that ensures equitable access and meaningful learning opportunities for all students, regardless of the severity of their impairments.
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