Abstract

The history of (IE) teaching within primary schools in Fiji began recently. There has been no comprehensive study of culture, policies, principles, diagnostic assessment, and education linked to teaching practices in Fiji schools. This study embarked on to examine the Inclusive teachers’ perception on inclusive education strategies, for example, culture, principles, policies, practices, diagnostic assessments, resources and the latest developments of inclusive teaching in the inclusive schools in Fiji and the Czech Republic, Brno inclusive schools. The research explored how well the teachers are equipped with knowledge and skills to undertake the teaching and learning process of inclusive education. A comparative case study research design was employed, using mixed methods with a concentration on qualitative data. The mixed methods approach is useful for capturing the strengths of both quantitative and qualitative approaches. The approach helps to overcome some of the obstacles that impede the data of a unified body of knowledge, particularly in a complex study of Inclusive Education. The methods employed in this thesis include surveys, semi- structured interviews, observations and documentary analysis. Data were collected from teachers teaching in inclusive schools in both the countries and was analyzed using SPSS. The qualitative data was also analyzed manually using a data analysis matrix. The research took place in two phases: firstly, the interview and secondly, the survey questionnaire was distributed to the schools under study. The findings revealed that although inclusive education had become the norm around, there are still many gaps in both the countries. However, Czech Republic is ahead than Fiji regarding inclusive culture, inclusive practice, existing services, and developments. Regarding policy at school, level there is no inclusive policy education. Teachers were also not involved when the Ministry of Education designed the policy in both countries.Teachers from both the countries are incompetent in diagnostic assessment. The findings of this study have implications for teacher training Institutions and provide them with inclusive approaches to cope with the diverse needs of students in the inclusive classroom. The results have the perspective to make an important effect on inclusive education, in both the countries’ inclusive schools. It is anticipated that the outcomes of this scholarship will be given the top most priority in both the countries by policymakers, educators, teachers and decision makers in the Education system of both the countries. …víceméně