Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School

Abstract

This study reports data from teachers in regular classrooms about their experiences of inclusion for 143 young children with disabilities. Children were recruited from early intervention programs and their experiences were tracked across 3 years, from a Preparatory year to Year 2 of school. Children's teachers rated the appropriateness of the child's placement in their classroom as high to very high. However, most teachers rated the resources and supports available to support inclusion as only adequate. Teachers perceived a range of benefits for the child, peers, and themselves from inclusion but also identified significant challenges, including time pressures and increased responsibilities, as well as various behavioural and developmental concerns that had an impact on all children's learning. Challenges identified deserve continued attention for successful inclusive practice.

Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities

“…Similar to findings in Carrington et al's (2016) study, all educational leaders in this study described appreciation of diversity as a benefit to inclusive education. From the interview responses, it appeared that a positive culture of inclusion resulted in an appreciation of diversity.…”

“…However, it is just a small piece of the puzzle. After all, educational leaders are the primary special education leaders in schools, and they have the largest impact on the efficacy and implementation of inclusive special education programs (Carrington et al, 2016;Hack, 2014). For inclusive education and education reform efforts to be truly successful, it is imperative that the roles, responsibilities, and perceptions of educational leaders are understood.…”

“…According to Carrington et al (2016), teachers believed acceptance to be a benefit of inclusive education. Similarly, six of the seven educational leaders in this study suggested that inclusion of students with disabilities fostered acceptance in the school community.…”

Teachers’ Unpreparedness to Accommodate Student Needs

“…When training is lacking, teachers require more resources and supports to assist them in teaching inclusive classrooms; however, these resources and supports are also deficient in these classrooms (Besic et al, 2017;Carrington et al, 2016). In particular, limited access to personnel resources including specialized consultants and teaching aides as well as lack of adequate planning time has been identified as barriers to supporting students in inclusive classrooms (Besic et al, 2017;Ely, 2013).…”

“…An inclusive classroom inherently has students who have varying abilities as well as students who have internalizing or externalizing concerns. Often, teachers only have an understanding of how to teach students who present as "typical" and have difficulties managing internalizing mental health and externalizing disruptive behavior challenges within the regular classroom (Carrington et al, 2016;Smith & Smith, 2000;Sokal & Katz, 2015). Internalizing and externalizing behaviors present teachers with different challenges.…”