A case for rethinking inclusive education policy creation in developing countries

This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclusive education policies for small developing countries and why policy developers borrow from other developed countries. The theoretical framework used to analyse observation data in this study is based on the notion that national process of development is a powerful influence in educational policy. The authors argue and advocate for the existing but overlooked strengths of the local knowledge community capacity when policy is borrowed from other countries, and how the findings of the case study contribute to future attempts at policy development. We found that the draft policy needs to and does reflect Samoan culture, values and vision. However, adopting foreign practices such as the individual education plan and placement rules is not relevant to the Samoan context. The identification and development of inclusive education beliefs, skills and practices in schools is a priority