The Social and Cultural Challenges Experienced by Children with SEND through Quasi-Inclusion Practices in Two Mainstream Primary Schools in Postcolonial Guyana

Authors

• Lidon Lashley, University of Guyana, Faculty of Education and Humanities; Director, University of Guyana Early Childhood Centre of ExcellenceFollow
• Clevelon Gordon, University of Guyana, Faculty of Natural Sciences, Department of ChemistryFollow

Abstract

This ethnographic study investigates the sociocultural experiences of 36 children with SEND and two non-SEND peers in two rural mainstream primary schools in Guyana. Through interviews, observations, and situational analysis, the study explores how ableism, colonial legacies, prejudice, poverty, linguistic barriers, and inadequate educational support shape the experiences of children with SEND. Findings reveal persistent stigmatization, discrimination, marginalization, exclusion, and "fated failure" discourses that negatively affect learning, participation, agency, and wellbeing. The study concludes that teachers require greater support, training, and specialist resources to foster genuine inclusion within Guyana's mainstream schools.

Erratum

No

Recommended Citation

Lashley, Lidon and Gordon, Clevelon (2026) "The Social and Cultural Challenges Experienced by Children with SEND through Quasi-Inclusion Practices in Two Mainstream Primary Schools in Postcolonial Guyana," IALS Journal: Vol. 16: No. 1, Article 5.
Available at: https://ir.library.illinoisstate.edu/ialsjournal/vol16/iss1/5