[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593607-105":59,"doc-detail-593607-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preparedness-of-pre-service-teachers-for-inclusive-education-in-the-solomon-islands-article-6","Preparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands - Article 6","","Recent policy changes across Pacific Island nations have accelerated the drive to implement inclusive education, making teacher preparation essential. This study examines first-year Diploma of Teaching pre-service teachers in the Solomon Islands, the country’s only university preparing teachers to work across the archipelago. Pre- and post-course data from an inclusive education module assess intentions, attitudes, concerns, and teaching efficacy. Findings guide proposed revisions to the existing teacher education program toward inclusive education reform.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparedness-of-pre-service-teachers-for-inclusive-education-in-the-solomon-islands-article-6/593607/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparedness-of-pre-service-teachers-for-inclusive-education-in-the-solomon-islands-article-6/593607.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the inclusive education course investigated in this paper?","Question",{"text":112,"@type":113},"The course aims to prepare pre-service teachers to become inclusive practitioners by building relevant knowledge, skills, and understandings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure the impact of the course?",{"text":117,"@type":113},"It collects data pre- and post-participation to evaluate changes in intentions, attitudes, concerns, and teaching efficacy for inclusive classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is teacher preparedness considered critical for inclusive education in the Solomon Islands?",{"text":121,"@type":113},"The paper links inclusive education progress to limited resources, weak administration, teacher shortages, and low disability-disaggregated access, arguing teachers must be better prepared to meet learners’ needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593607,1792160921,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 5 | Article 6 |\n| --- | --- |\n\n2015  \nPreparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands  \nUmesh Sharma  \nMonash University, [umesh.sharma@monash.edu](umesh.sharma@monash.edu)  \nJanine Simi  \nSolomon Islands National University (SINU), [janinesimi@gmail.com](janinesimi@gmail.com)  \nChris Forlin  \nEducation Consultant, [chrisforlin@live.com](chrisforlin@live.com)  \nRecommended Citation  \nSharma, U., Simi, J., & Forlin, C. (2015). Preparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands. Australian Journal of Teacher Education, 40 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss5/6](http://ro.ecu.edu.au/ajte/vol40/iss5/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss5/6](http://ro.ecu.edu.au/ajte/vol40/iss5/6)  \nAustralian Journal of Teacher Education  \nPreparedness of Pre-service Teachers for Inclusive Education in the  \nSolomon Islands  \nUmesh Sharma, Monash University, Australia  \nJanine Simi, Solomon Islands National University  \nChris Forlin, Education Consultant, Australia  \nAbstract: Recent policy changes in the Pacific Islands have seen a strong  \nemphasis on implementing inclusive education. Preparing teachers for  \nthis change in education will be essential if they are to have the  \nknowledge, skills and understandings so that they can become inclusive  \npractitioners. Pre-service teacher education will play a critical role in  \nsupporting this process. This paper considers the perceptions of pre  \nservice teachers undertaking the first year of the Diploma of Teaching in  \nthe one university in the Solomon Islands. This is the only university that  \nprepares teachers to work across the entire archipelago. Data are  \ncollected pre and post participation in a course on inclusive education to  \nidentify its impact on pre-service teachers’ intentions, attitudes, concerns  \nand teaching efficacy to teach in inclusive classrooms. Data are used to  \ninform the proposed revision of the existing teacher education program to  \naddress education reform towards inclusive education.  \nKey Words  \nPre-service Teachers, Inclusive Education, Solomon Islands, Attitudes, Efficacy, Teacher Education, Intentions  \nIntroduction  \nThe Solomon Islands consists of nine main islands and a number of smaller islands situated in the South Pacific Ocean off the East Coast of Papua New Guinea. With limited resources and weak school administration, quality education is an ongoing problem (Save the Children, n.d.) . Access to schooling for all ages is restricted, especially in the early years (Ministry of Health & Human Resource Development (MEHRD) draft, (November, 2013) . Data availability on school attendance is limited with Multiple Indicator Cluster Surveys (MICS) by UNICEF reporting that of the 260,000 children under the age of 18, of which  \n82,000 are under the age of five years, the net gross enrolment ratio of pre-primary education is 49 percent; net-attendance ratio in primary education is 65 percent; and net-attendance ratio in secondary education is 29 percent. In the most populated province of Malaita it is estimated that 36 percent of school aged children are not attending school (MEHRD, draft 2013). These figures are not disaggregated for disability and it is estimated that very few children with disabilities attend schools. According to available data collected by the MEHRD (Draft, 2013), the percentage of children with disabilities enrolled in schools in 2006 was 1.6 percent females and 1.9 percent males. In 2012, the percentage was 1.3 percent females and 1.7 percent males, indicating a small reduction for both genders. Children with  \nVol 40, 5, May 2015 103  \nAustralian Journal of Teacher Education  \ndisabilities are mainly enrolled in primary and community high schools with none in the rural training centres. To address this it has been proposed in the ","cbCaijiKzp4x6rZL","https://ap.wps.com/l/cbCaijiKzp4x6rZL","pdf",140399,15,"English","# Abstract\n# Introduction\n## Context and challenges in the Solomon Islands\n## Policy and need for inclusive education preparation\n# Defining Disability in the Solomon Islands","[{\"question\":\"What is the purpose of the inclusive education course investigated in this paper?\",\"answer\":\"The course aims to prepare pre-service teachers to become inclusive practitioners by building relevant knowledge, skills, and understandings.\"},{\"question\":\"How does the study measure the impact of the course?\",\"answer\":\"It collects data pre- and post-participation to evaluate changes in intentions, attitudes, concerns, and teaching efficacy for inclusive classrooms.\"},{\"question\":\"Why is teacher preparedness considered critical for inclusive education in the Solomon Islands?\",\"answer\":\"The paper links inclusive education progress to limited resources, weak administration, teacher shortages, and low disability-disaggregated access, arguing teachers must be better prepared to meet learners’ needs.\"}]","Preparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands - Article 6 | PDF",1792077560,38]