A study by Dr Bephyer Parey at the Sir Arthur Lewis Institute of Social and Economic Studies (SALISES) at The University of the West Indies, St Augustine, has identified entrenched barriers preventing children with disabilities from accessing a quality education. The research, which examined schools in Trinidad and Tobago, points to inadequate infrastructure, limited specialist services and pervasive ableist attitudes among peers and some teachers as central problems.
Infrastructure and services are severely lacking
The study found that only 2% of schools had accessible walkways and doorways, and that none of the schools surveyed provided speech therapy or physiotherapy services. Less than 15% of schools reported having anti-bullying policies in place.
| Indicator | Share of schools |
|---|---|
| Accessible walkways and doorways | 2% |
| Speech or physiotherapy services | 0% |
| Schools with anti-bullying policies | <15% |
Three drivers of exclusion
Dr Parey's analysis identified three interlocking drivers behind negative school experiences for learners with disabilities:
- Ableist prejudices among peers and some teachers, which shape daily interactions and expectations of learners.
- Inadequate school systems that lack accessible design, resource allocation and policy implementation tailored to diverse learning needs.
- Limited external support services, including therapeutic and specialist assistance that many learners require to participate fully in school life.
Bullying emerged as a pervasive consequence of these drivers and as a barrier in its own right. The study recounts personal experiences that illustrate the everyday harm learners endure. One learner with a visual impairment described repeated taunting, while a parent of an autistic child recounted physical violence endured at school.
"Every day, a girl would call her ‘twitchy’," the study reported, and a parent described the physical violence her child suffered at school.
Understanding bullying to shape responses
The research argues that bullying of learners with disabilities must be seen within a broader social and psychological framework if solutions are to be effective. Basic questions about why bullying occurs, and how adults can foster empathy and pro-social skills in children, are central. The study emphasises the need to move beyond narrow disciplinary measures and to invest in prevention through whole-school approaches and teacher development.
While the research notes that some teachers already provide psychological or physical support, these efforts are inconsistent and often unsupported by formal systems or specialist input. Without formal access to speech therapists, physiotherapists or structured anti-bullying frameworks, individual goodwill cannot substitute for systemic provision.
Implications for classrooms and policy
For educators and parents, the study underscores practical priorities: ensuring physical accessibility, adopting clear anti-bullying policies, and expanding access to therapeutic services. For education departments, it points to the need for coordinated investments that pair infrastructure improvements with capacity-building for teachers and school leadership.
In classrooms, the absence of accessible design and specialist support often translates into limited participation, lower learning outcomes and heightened vulnerability for learners with disabilities. The research highlights how prejudice and low expectations compound those barriers, shaping daily school life in ways that are rarely visible in routine school data.
As the study shows, tackling exclusion requires more than policy statements. It demands tangible changes to school environments, better resourcing of specialist services, and programmes that build empathy and inclusive practice among pupils and staff. These measures are necessary to ensure that the rising global completion rates cited by international data translate into meaningful access and learning for all children, including those with disabilities.
The findings offer a reminder to policymakers and education practitioners that inclusion is both a moral and practical priority: classrooms that are physically accessible and socially supportive are more likely to enable learners with diverse needs to thrive.
