This qualitative study investigated the preparedness of teachers in the southern districts of Belize to meet the educational needs of students with disabilities in general education classrooms. Despite the Belize Ministry of Education’s 2016 licensure requirement for all teachers, there is no national mandate for ongoing professional training, especially in special education. This study explored how 17 elementary and secondary teachers, five site administrators, and three teacher educators were equipped to handle diverse learners, particularly those with disabilities.
The research employed a phenomenological approach to understand teacher experiences with inclusion. Data were collected through semi-structured interviews, conducted via Zoom and Google Meets, involving 24 participants from two southern districts in Belize. The findings revealed several themes, including a common definition of inclusion, challenges related to inadequate training, and disparities in awareness and participation in training programs. Key results indicated that although teachers strive to include students with disabilities effectively, they face obstacles such as insufficient training and limited resources. High school teachers especially felt unsupported. Teachers expressed the need for continuous professional development and collaboration with stakeholders to enhance their skills. Additionally, a critical shortage of special education officers and therapists, particularly speech therapists, exacerbates the challenges.
Policy implications from this study underscored the necessity of addressing training disparities, investing in continuous support, and fostering collaboration among stakeholders. National campaigns and community engagement are recommended to raise awareness about disabilities and reduce stigma. Furthermore, specialized training programs, individualized education plans, and adequate resources are essential to effectively support inclusive education. By addressing these issues, Belize can better support teachers and students with disabilities, promoting a more inclusive and equitable educational environment.
","abstract_html":"<p>This qualitative study investigated the preparedness of teachers in the southern districts of Belize to meet the educational needs of students with disabilities in general education classrooms. Despite the Belize Ministry of Education’s 2016 licensure requirement for all teachers, there is no national mandate for ongoing professional training, especially in special education. This study explored how 17 elementary and secondary teachers, five site administrators, and three teacher educators were equipped to handle diverse learners, particularly those with disabilities.</p> <p>The research employed a phenomenological approach to understand teacher experiences with inclusion. Data were collected through semi-structured interviews, conducted via Zoom and Google Meets, involving 24 participants from two southern districts in Belize. The findings revealed several themes, including a common definition of inclusion, challenges related to inadequate training, and disparities in awareness and participation in training programs. Key results indicated that although teachers strive to include students with disabilities effectively, they face obstacles such as insufficient training and limited resources. High school teachers especially felt unsupported. Teachers expressed the need for continuous professional development and collaboration with stakeholders to enhance their skills. Additionally, a critical shortage of special education officers and therapists, particularly speech therapists, exacerbates the challenges.</p> <p>Policy implications from this study underscored the necessity of addressing training disparities, investing in continuous support, and fostering collaboration among stakeholders. National campaigns and community engagement are recommended to raise awareness about disabilities and reduce stigma. Furthermore, specialized training programs, individualized education plans, and adequate resources are essential to effectively support inclusive education. By addressing these issues, Belize can better support teachers and students with disabilities, promoting a more inclusive and equitable educational environment.</p>","abstract_has_math":false,"creators":["McFadzean, Yvonne"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Linda Perkins","Samara Suafo’a"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:01Z","subjects":["Collaboration","Disabilities","Inclusion","Preparedness","Resources","Training","Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/905","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Perkins","Samara Suafo’a"]},{"key":"dc:creator","label":"Author","values":["McFadzean, Yvonne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaboration","Disabilities","Inclusion","Preparedness","Resources","Training","Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/905"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study investigated the preparedness of teachers in the southern districts of Belize to meet the educational needs of students with disabilities in general education classrooms. Despite the Belize Ministry of Education’s 2016 licensure requirement for all teachers, there is no national mandate for ongoing professional training, especially in special education. This study explored how 17 elementary and secondary teachers, five site administrators, and three teacher educators were equipped to handle diverse learners, particularly those with disabilities.
The research employed a phenomenological approach to understand teacher experiences with inclusion. Data were collected through semi-structured interviews, conducted via Zoom and Google Meets, involving 24 participants from two southern districts in Belize. The findings revealed several themes, including a common definition of inclusion, challenges related to inadequate training, and disparities in awareness and participation in training programs. Key results indicated that although teachers strive to include students with disabilities effectively, they face obstacles such as insufficient training and limited resources. High school teachers especially felt unsupported. Teachers expressed the need for continuous professional development and collaboration with stakeholders to enhance their skills. Additionally, a critical shortage of special education officers and therapists, particularly speech therapists, exacerbates the challenges.
Policy implications from this study underscored the necessity of addressing training disparities, investing in continuous support, and fostering collaboration among stakeholders. National campaigns and community engagement are recommended to raise awareness about disabilities and reduce stigma. Furthermore, specialized training programs, individualized education plans, and adequate resources are essential to effectively support inclusive education. By addressing these issues, Belize can better support teachers and students with disabilities, promoting a more inclusive and equitable educational environment.
"]},{"key":"dc:title","label":"Title","values":["Inclusion and Teaching Students with Disabilities in Belize"]}]}],"canonical_facts":{"dc:contributor":["Linda Perkins","Samara Suafo’a"],"dc:creator":["McFadzean, Yvonne"],"dc:date.available":["2025-01-22T08:00:00Z"],"dc:description.abstract":["This qualitative study investigated the preparedness of teachers in the southern districts of Belize to meet the educational needs of students with disabilities in general education classrooms. Despite the Belize Ministry of Education’s 2016 licensure requirement for all teachers, there is no national mandate for ongoing professional training, especially in special education. This study explored how 17 elementary and secondary teachers, five site administrators, and three teacher educators were equipped to handle diverse learners, particularly those with disabilities.
The research employed a phenomenological approach to understand teacher experiences with inclusion. Data were collected through semi-structured interviews, conducted via Zoom and Google Meets, involving 24 participants from two southern districts in Belize. The findings revealed several themes, including a common definition of inclusion, challenges related to inadequate training, and disparities in awareness and participation in training programs. Key results indicated that although teachers strive to include students with disabilities effectively, they face obstacles such as insufficient training and limited resources. High school teachers especially felt unsupported. Teachers expressed the need for continuous professional development and collaboration with stakeholders to enhance their skills. Additionally, a critical shortage of special education officers and therapists, particularly speech therapists, exacerbates the challenges.
Policy implications from this study underscored the necessity of addressing training disparities, investing in continuous support, and fostering collaboration among stakeholders. National campaigns and community engagement are recommended to raise awareness about disabilities and reduce stigma. Furthermore, specialized training programs, individualized education plans, and adequate resources are essential to effectively support inclusive education. By addressing these issues, Belize can better support teachers and students with disabilities, promoting a more inclusive and equitable educational environment.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/905"],"dc:subject":["Collaboration","Disabilities","Inclusion","Preparedness","Resources","Training","Education","Special Education and Teaching"],"dc:title":["Inclusion and Teaching Students with Disabilities in Belize"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:01Z"}