Inclusion: a sociological analysis or primary school teachers' narratives on inclusion for children with additional support needs in mainstream schooling

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.