Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants

Abstract

This study examined the barriers to inclusion in one primary school in the North of England. Qualitative data was collected from teachers and teaching assistants through the use of a focus group. The evidence suggested that practices within the school were varied and ranged from highly inclusive to highly exclusive. Some teachers worked in good faith to develop effective inclusion for learners with special educational needs. Conversely, other teachers displayed negative attitudes towards these pupils and this impacted negatively on the school's commitment to inclusion. Lack of funding, resources and training were identified as key barriers to inclusion. Parental resistance to inclusion was also evident within the context of this school and there was a strong feeling that the inclusion agenda was problematic in the context of the standards agenda. Despite these issues there was a strong sense that practitioners should be willing to commit to the principles of inclusive education and the study considers some ways in which schools can advance their practice in this aspect. Within this study the term 'practitioner' is used to represent teachers and teaching assistants.

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

“…Despite the fact that teachers generally develop positive attitudes toward inclusion, they express concerns originated from insufficient training and lack of appropriate educational material for the education of students with SEN (Gal et al 2010;Glazzard 2011;Scruggs and Mastropieri 1996). In addition, many teachers state that they do not have access to appropriate educational equipment in order to adequately teach students with SEN regarding their specific type of disability.…”

Le point de vue de mères sur l’expérience d’intégration scolaire de leur enfant présentant un trouble du spectre de l’autisme : rôle des services et de l’environnement scolaire

“…Il est essentiel de constater que le point de vue des mères québécoises que nous avons rencontrées se rapproche de celui des enseignantes d'ailleurs en ce qui concerne l'importance de l'accès aux services et aux ressources (Glazzard, 2011), et des enseignantes d'ici, quant à l'importance de pouvoir préparer l'environnement et l'enseignement pour les élèves présentant un trouble du spectre de l'autisme (Ruel, Poirier et Japel, 2015). Il serait donc nécessaire de se questionner sur les conditions de travail des enseignantes en contexte, puisque les mères évoquent la possibilité que ces dernières ne disposent pas de ressources ni de soutien de la part de la direction d'école.…”

Inclusão de crianças com Síndrome de Down

“…Além do preparo dos professores, a presença de um professor auxiliar em sala de aula pode ser considerada um fator de apoio ao educador responsável no ensino da criança com necessidades educacionais especiais, como demonstram alguns estudos (De Vitta, De Vitta & Monteiro, 2010;Ferraz, Araújo & Carreiro, 2010;Glazzard, 2011). O aluno com síndrome de Down tem melhor aproveitamento com a ajuda de um professor assistente, porém esse recurso só deve ser viabilizado quando houver necessidade, para que a criança não desenvolva dependência e tenha a oportunidade de trabalhar com outros auxiliares (Lorenz, 1999).…”