The Barriers and Facilitators of Institutionalisation of Inclusive Education Policy and Practice in Papua New Guinea Education System

Abstract

The study examined, analysed and determined the barriers and facilitators of institutionalisation of Inclusive Education policy and its practice in the Papua New Guinea (PNG) Education system. The focus was on 'Special Education Resources Centres', 'Mainstream Schools'; and the education authorities at the local/district level, the Provincial (state) level and the National (federal) level. The federal government through the National Department of Education initiated a National Special Education Plan and Policy Guidelines in 1993. The national plan had strategic plans for the implementation and institutionalisation of Inclusive Education policy and its practice in the mainstream school system. The approach in educating children with disabilities was based on the philosophy of integration and now shifted to inclusion where all children including disabled children are prepared by Special Education Resource Centres, placed in schools and then assisted by the school-teachers, and both professionals and paraprofessionals from the Special Education Resource Centres (SERCs). This was a new philosophy that the United Nations Geneva and Salamanca (1994) conventions declared and mandated as a universal right to address inequality and allow equal participation of every person to be included in the provision of education service in all member countries.