Inclusive education for children with learning difficulties in Mauritius: An analytical study among select stakeholders

Abstract

The present research explores the intricate terrain of inclusive education in Mauritius, providing insightful viewpoints on the implemented practices, policies, and support networks. Through the integration of quantitative and qualitative research approaches, this study offers a thorough examination of the situation of inclusive education, allowing for the identification of learning-disabled children in Mauritius. The results offer useful information that help improve policies and regulations to improve these kids' educational outcomes and experiences. Using both quantitative and qualitative methods, this study examines inclusive education for kids with learning disabilities in Mauritius in great detail. Parents, educators, and representatives from pertinent organizations participate in the research. The research delves deeply into their viewpoints, issues, and experiences. Twenty-five parents of children with learning disabilities participated in a survey that was part of the study's quantitative component. The purpose of the study was to collect quantitative information about parents' experiences and viewpoints on inclusive education in Mauritius. The qualitative phase involved conducting in-depth interviews with a wide range of individuals. ECCEA, SENA, speech and language pathologists, one integrated school, five parents, ten non-profit special education teachers, and a representative from academics were among them. These interviews were carried out in order to acquire more data on the various facets of inclusive education, including the difficulties encountered, workable solutions, and the duties of various stakeholders.