1. Definitions

2. School Organization

3. Laws, Plans, Policies and Programmes

4. Governance

5. Learning Environments

6. Teachers and Support Personnel

7. Monitoring and Reporting


  1. Definitions

Inclusive education

Endorsing the UNESCO definition, the Inclusive and Special Education Policy refers to inclusive education as the “process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children (emphasis original)”. While inclusion is “is concerned with providing appropriate responses to the broad spectrum of learning needs in formal and non-formal educational settings”, inclusive education is conceived as “an approach that looks into how to transform education systems and other learning environments in order to respond to the diversity of learners. It aims towards enabling teachers and learners both to feel comfortable with diversity and to see it as a challenge and enrichment of the learning environment, rather than a problem”.

Special education needs

The Inclusive and Special Education Policy defines special education needs as “an area of functioning which is significantly different from the established norm and where specialized education and related supports which are beyond what is usually provided through general education are required by students in order to learn to their ability”. It further enlists “autism spectrum disorder, (ASD), emotional or behavioural disorders, blindness and low vision, deaf and hard of hearing, developmental disability, giftedness, language impairment, mild intellectual disability, physical disability, specific learning disability or difference, speech impairment, and multiple exceptionalities”.


  1. School Organization

Bermuda has been shifting towards an inclusive education system. The Education Planning Team decided to close special schools between 1980s and 1990s with the aim to move towards a unified system. After a review in the late 1990s, a special school reopened in 2003 to serve learners with multiple disabilities.

According to the Government of Bermuda, there are at present two special schools operating in the country.

Early identification, screening and assessment

Developed in the 1990s, the School Team Process regulated early-identification and pre-referral mechanisms for students in need. Involving teacher, parents and other professionals, it was meant to determine learners’ placement in special schools. However, it was no largely implemented. Therefore, the Inclusive and Special Education Policy calls for the formulation of a policy on the diagnosis and/or identification of all exceptionalities and special needs. An ongoing, unbiased, formal and informal assessment was also advocated in the 2006 National Policy on Disability.


  1. Laws, Plans, Policies and Programmes

Bermuda is one of the 14 British Overseas Territories. As part of its fundamental rights and freedoms, the 1968 Bermuda Constitutional Order prohibits and protects from any discrimination based on race, place of origin, political opinions, colour, religious and/or disability (art.12). The grounds are expanded in the 1981 Human Rights Act, amended in 2013, to include ethnic and national origin, and sex and sexual orientation, among others (art.2).

While the Constitution does not enshrine the right to education, the 2015 Education Amendment Act, replacing the 1996 Principal Education Act lays it down to every child according to “her/his age, ability, special needs (if any), aptitude and health” (art. 51.1). “Suitable education” is promoted to any child, considering learner’s “aptitude, ability and special needs”, including those with learning difficulties and gifted and talented students (art. 2.1). Particular attention is paid to students at risk of academic failure, whose assessment does not correspond to the grade level established by the curriculum standards. Learners at risk are identified “as early as possible” based on grades, observations, curriculum-based assessment and other potential factors and are entitled to an individual education plan aimed to improve their academic performance (art. 25D).

Informed by the principle of inclusivity, the Strategic Plan for Public School Education 2022 aims to enforce a transformative public education strategy. As result of a consultation process that engaged citizens and diverse groups of the community members, the Plan intends to improve needs identification to better tailor its education provision, put in place alternative school models and implement the Inclusive and Special Education Policy. The latter promotes a fully inclusive education provision “in name and in practice” of the learners’ needs, so that all children, “regardless of race, gender, class, ethnicity, sexuality, religion, background, familial status or connection, upbringing, aptitude and/or ability have the opportunity to achieve to their full potential”.

As reported in the policy document, there are no comprehensive legislation laying foundations to inclusive and special education in the country, and inclusion is mainly interpreted as integration of students with special needs in regular classes. Conversely, the Inclusive and Special Education Policy targets all children to fulfill their right to “enroll, access and participate in a high quality education”.


The 2006 National Policy on Disability pursues human dignity, equality, self-determination, access and inclusion for everyone. Among its objectives, it calls for the revision of current legislation and procedures preventing the fulfillment of those values. In relation to education, it promotes an appropriate education to all learners with disabilities according to and in respect for the diversity of needs. It intends to ensure that “all learners have the right and option to attend a full inclusive and accessible neighbor school”. Inclusive education is promoted through individualized or small group programmes.

As provided in the Inclusive and Special Education Policy, students with “emotional or behavioural, communicational, intellectual (including gifted), physical or multiple exceptionalities” may need special education in the form of special accommodations, and/or of through individualized educational programmes. Special education is therefore conceived as a parallel and integrated provision within an inclusive education system.


In 2017, the United Kingdom extended the ratification of the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) to Bermuda. The Human Rights Act lays down the right to no less favourable treatment in case a woman is or may become pregnant (art.2.4).


  1. Governance

Under the Ministry of Health, the Disability Advisory Council is a non-statutory committee that provides recommendations on disability issues. With the 2010 Commission for Unity and Racial Equality Act, the functions of the Commission for Unity and Racial Equality were transferred to the Human Rights Commission.


  1. Learning Environments

As prescribed in the National Policy on Disability, every learner is entitled to have fulfilled their communication, linguistic and cultural needs, also through sign languages, Braille and alternative communication tools, and to have access to an adequate curriculum and appropriate materials.

In general, the Strategic Plan for Public School Education 2022 aims to ensure a diverse and differentiated curriculum


  1. Teachers and Support personnel

Section 5 of the 2006 Education Rules regulates the minimum qualifications for teaching by area and level, while the 2002 Educators Council Act prescribes that teachers receive training on up-to-date research-based teaching practices.

Concerning special needs, a post-certification qualification in special education was accredited by the Ontario College of Teachers through the University of Ontario Institute of Technology to train special education teachers, while 16 teachers from 15 public schools completed a 12 week training course on working in differentiated classrooms. The training consists in using differentiated instructional classrooms models to cater for students’ learning needs.


  1. Monitoring and Reporting

No information on monitoring and reporting on inclusion has been found.

Last modified:

Mon, 30/03/2020 - 17:47