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The Experiences of Children with Exceptionalities in Two Mainstream Primary Schools in Postcolonial Guyana

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  • Lidon Lashley

Abstract

This paper is an outcome from the investigation into the learning and socializing experiences and opportunities of children with Special Education Needs and/or Disabilities (SEN/D) in the two mainstream primary schools in Guyana. This study was conducted using an ethnographic approach over two semesters in 2018 employing participant observation and unstructured interviews. The data gathered was analyzed using situational analysis as posited by Adele Clarke. It revealed that children with exceptionalities also find the two mainstream schools challenging while dealing with marginalization, discrimination and stay in your lane directives differently than their peers who were perceived as unteachable and unwanted in mainstream schools. The data reveals the innovativeness and resilience of the children with exceptionalities as they navigate the barriers, they face in the two mainstream schools. Finally, I reveal through the data the power interplay among the individual children with exceptionalities, children without SEN/D and their mainstream teachers.

Suggested Citation

  • Lidon Lashley, 2022. "The Experiences of Children with Exceptionalities in Two Mainstream Primary Schools in Postcolonial Guyana," European Journal of Education and Pedagogy, European Open Science, vol. 3(6), pages 166-173, October.
    • Handle: RePEc:epw:ejedu0:v:3:y:2022:i:6:id:30466
    DOI: 10.24018/ejedu.2022.3.6.466
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    References listed on IDEAS

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    1. Singal, Nidhi, 2016. "Schooling children with disabilities: Parental perceptions and experiences," International Journal of Educational Development, Elsevier, vol. 50(C), pages 33-40.
    2. Marsha K. Youssef & Gerard Hutchinson & Farid F. Youssef, 2015. "Knowledge of and Attitudes Toward ADHD Among Teachers," SAGE Open, , vol. 5(1), pages 21582440145, January.
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