Inclusion: a sociological analysis or primary school teachers' narratives on inclusion for children with additional support needs in mainstream schooling
Citation
(2016) Inclusion: a sociological analysis or primary school teachers' narratives on inclusion for children with additional support needs in mainstream schooling, no. 59.
Abstract
This study explores the primary school teachers' narratives regarding inclusion in a
mainstream educational setting. The use of a phenomenological standpoint gave my
research a strong conclusion, as I was able to explore the experiences and attitudes of
participants, in a detailed manor. I recruited 6 participants, and with the use of semistructured
interviews, I was able to highlight key concerns; such as the negative impact
inclusion has on the class teacher, and the issue of funding for more support staff, within
mainstream primary schools. The issue of funding was a main feature in my results,
participants raised concerns with the difficulty to get adequate funding for more support
staff. Participants stated that support staff were very useful, as they could provide one-toone
attention to those children that need it most. However, participant's state that
devoting one-to-one time with children in class is the most difficult aspect to inclusion, thus
there is the stress of not meeting every child's needs. Participants felt that inclusion
benefits certain children with additional support needs, however there is then a negative
impact is on the teacher themselves, as they have more pressure and responsibilities placed
upon them.