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Marcia Alexis Conway, University of Guyana, GuyanaAbstract
Inequality and discrimination significantly affect the social and academic development of students with disabilities, limiting their ability to access equitable and inclusive education. These challenges can negatively influence self-esteem, academic performance, and opportunities for upward mobility. This quantitative study investigated the social and academic factors that contribute to inequality and discrimination against students with disabilities in public schools in the New Amsterdam, Berbice area. Critical Disability Theory served as the theoretical framework guiding the research, while a conceptual framework was developed to guide the data collection process. A sample of 80 students was selected from public schools within the New Amsterdam area. Data were collected through a Likert-scale questionnaire and analyzed using descriptive and inferential statistics with the Statistical Package for Social Sciences (SPSS) version 22. Findings revealed that curriculum and pedagogical barriers, inadequate physical accessibility, and negative societal attitudes and cultural beliefs were major contributors to discrimination experienced by students with disabilities. The study recommends strengthening inclusive education practices, improving school infrastructure, increasing access to assistive technologies, and implementing awareness programs to challenge societal stereotypes regarding disability.
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Conference: WCE2026Stream: Education & Difference: Gifted Education
This paper is part of the WCE2026 Conference Proceedings (View)
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To cite this article:
Conway M. (2026) Social and Academic Factors That Foster Inequality and Discrimination Against Students With Disabilities in Public Schools in the New Amsterdam, Berbice Area ISSN: 2760-7259 The Washington DC Conference on Education 2026: Official Conference Proceedings (pp. 277-295) https://doi.org/10.22492/issn.2760-7259.2026.24
To link to this article: https://doi.org/10.22492/issn.2760-7259.2026.24
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