School of Education

The Master of Education (Inclusive and Special Education) is underpinned by the following basic premises:

• every child has an inherent right to an education which will enhance the development of maximum capability regardless of gender, ethnic, economic, social, religious, and linguistic background;
• every child has the ability to learn and we must build on this positive assumption;
• children vary in natural ability and schools therefore should provide for all students; programmes which are adapted to varying abilities and which provide opportunities to develop differing and socially useful talents. (Ministry of Education, 2008, p. 18)

Inclusive education is viewed as an approach that seeks to find ways to transform the education system so as to respond to a diversity of learning needs, thereby providing the most appropriate education for individual needs. Special education is specially designed instruction and related services that targets the individual needs of the child in the least restrictive environment. This programme seeks to operationalize these ideas by focusing on transforming traditional notions of teaching and learning. Teachers are conceptualized as highly skilled practitioners who can confidently treat with individual needs by effectively combining strategy, technique, and leadership.

Goals of the Programme

On completion, participants will be able to assume critical roles in and outside the classroom to promote and sustain Inclusive and Special Education in the Caribbean by:

• Maintaining challenging expectations for individuals with exceptionalities;
• Engaging in the improvement of the profession through active participation in professional organizations - locally, regionally, and internationally;
• Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities;
• Using evidence, instructional data, research, and professional knowledge to inform practice;
• Creating supportive environments that safeguard the legal rights of students and their families;
• Developing relationships with families based on mutual respect; and
• Practicing within the professional ethics and standards of special education; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies

This programme will prepare participants to practice at advanced levels of inclusive and special education and/or function in advanced inclusive/special education roles.

Target Population

The programme targets the following:

• In-service graduate teachers who have completed the Bachelor of Education (Special Education) and are desirous of enhancing their qualifications and skills.
• Individuals who are working in the field of Special Education and/or graduates with bachelor’s degrees in related areas such as Primary Education, Secondary Education, Psychology or Speech and Language.

Entry Requirements

Candidates must possess the following:

• A Bachelor’s degree in Inclusive / Special Education from an approved University with at least a lower second class standing
• A Bachelor’s degree with at least a lower second class standing in a related area such as Primary Education or Secondary Education, Psychology, Speech and Language
• Must possess any other qualifications deemed equivalent to the above

Structure of the Programme

This part-time programme will be delivered over the course of two academic years (two semesters in each year). The programme comprises the following major components: (I) Three compulsory core courses for M.Ed. programmes (12 credits)

• EDFA 6207: Education and the Development of Social Competencies (4 credits)
• EDRS 6208: Fundamentals of Educational Research I (4 credits)
• EDRS 6210: Fundamentals of Educational Research II (4 credits)

(II) Four (new) compulsory specialization courses (16 credits)

• EDSE6001: Nature and Needs of Exceptionalities (4 credits)
• EDSE6002: Inclusive Classrooms: Policy and Practice (4 credits)
• EDSE6003: Assessment in Inclusive and Special Education (4 credits)
• EDSE6004: Collaboration, Consultation, and Inclusivity (4 credits)

(III) One Elective course chosen by the student with the approval of the School of Education (4 credits) (IV) Graduate Research Seminars: EDRS 6203. These do not count for credit but are graded on a pass/fail basis. The requirement is that students must fulfill a 75% attendance requirement. (V) EDRS6900: Research Project – 15,000 words (10 credits) TOTAL: 42 credits

Programme Sequence

Non-exhaustive career options for those pursuing the MEd Inclusive and Special Education

1. Inclusive education administrator
2. Inclusive education teacher
3. Special education teacher
4. Intervention specialist
5. Curriculum development specialist
6. Para-professional - individualized support 
7. Support services provider (physical therapy, occupational therapy, autism)

Contact Information

Ms. Vitra Ramcharan

vitra.ramcharan@sta.uwi.edu

Phone: (868) 662-2002; Ext.: 82163; Fax: (868) 662-6615