Perceptions of the Barriers to Effective Inclusion in One Primary School: Voices of Teachers and Teaching Assistants

Autor/in	Glazzard, Jonathan
Titel	Perceptions of the Barriers to Effective Inclusion in One Primary School: Voices of Teachers and Teaching Assistants
Quelle	In: Support for Learning, 26 (2011) 2, S.56-63 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/j.1467-9604.2011.01478.x
Schlagwörter	Evidence; Educational Needs; Inclusion; Negative Attitudes; Focus Groups; Foreign Countries; Teaching Assistants; Teacher Attitudes; Special Needs Students; Barriers; Qualitative Research; Standards; Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Evidenz; Educational need; Bildungsbedarf; Inklusion; Negative Fixierung; Ausland; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Qualitative Forschung; Standard; Lehrer; Lehrerin; Lehrende
Abstract	This study examined the barriers to inclusion in one primary school in the north of England. Qualitative data were 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 respect. Within this study the term "practitioner" is used to represent teachers and teaching assistants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10