Connecting the Dots: Inclusive Education in Canada and Trinidad and Tobago

Authors

  • Sasha Nandlal University of Prince Edward Island
  • Tess Miller

Abstract

This study examined the inclusive education literature focused on Canada's inclusive practices and policies that supported those in Trinidad and Tobago. The review is organized into three themes: The definition of inclusion and its development, education system and policies, and changes to schools and the classroom environment. This literature review was drafted after consulting the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA-ScR) (Arksey & O'Malley, 2005). This 22-item document on the PRISMA: Transparent Reporting of Systematic Reviews and Meta-Analyses website was constructed and revised by an international panel of specialists conducting scoping reviews (Tricco et al., 2018). Findings from the scoping review revealed emerging evidence of Canada's influence on inclusive education in Trinidad and Tobago, which has resulted in a recognition of increased tertiary-level resources for systemic improvement. This literature review also identified issues concerning inclusive education in general and gaps in the literature.

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Published

2024-12-23

Issue

Vol. 15 No. 2 (2024): Fall 2024

Section

Literature Review/Revue de la documentation

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