Inclusive Special Education in Tonga: Policy and Practice

The concept of Inclusive Special Education (ISE) has emerged in recent years to inform a new approach in education which addresses the needs of all individuals with siva-tu‘amelie (special needs). This study focuses on exploring the inclusive education (IE) policy in Tonga and how the policy is implemented. This study also focuses on the experiences of post-secondary individuals with siva-tu‘amelie and their families in accessing education in Tonga. It aims to provide some insight into how Tongan families support the education and development of their post-secondary members with siva-tu‘amelie; and how that practice can inform and promote a strength, evidence-based and culturally appropriate ISE policy and practice in Tonga.

This study is situated within an appreciative, strength-based approach, using a qualitative method underpinned by Pacific methodologies such as the kakala framework and the talanoa method. The kakala framework through its process of teu, toli, tui, luva, mālie, and māfana, is used to guide this study and describe the processes of research, including the selection of participants, data collection and analysis. A triangulation of data collection was carried out: talanoa sessions (individual and focus group), observations and document analysis. The use of case study through story telling was also used in the presentation of the data from the families and the members with siva-tu‘amelie in Chapter 7.

The findings demonstrate that Tongan culture - ‘ulungaanga fakatonga, ‘ofa, and the Christian faith play a key role in how Tongan families perceive and care for their members with siva-tu‘amelie. Families perceived their member with siva-tu‘amelie as a tapuaki mei he ‘Otua – a blessing from God. The study also points to the importance of incorporating Tongan values and culture through the Fāa‘i Kavei Koula into the IE policy, and in the development of an ISE policy that is culturally appropriate for the education of individuals with siva-tu‘amelie in Tonga.

Building on existing literature, albeit small, with reference to ISE in Tonga, this study offers a significant contribution to an area that is underdeveloped. Furthermore, this study provides a framing of valuable knowledge and an in-depth understanding of the correlation and relationship between family practice and the development of an ISE in Tonga.