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

Jonathan Glazzard

    Research output: Contribution to journalArticlepeer-review

    39 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)56-63
    Number of pages8
    JournalSupport for Learning
    Volume26
    Issue number2
    DOIs
    Publication statusPublished - May 2011

    Keywords

    • Inclusion
    • Special educational needs

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