An exploration of the attitudes and practices of teachers in relation to the inclusion of children with specific additional support needs

Abstract

This study explored the attitudes of teachers in the mainstream classroom towards inclusion policy and its implementation. The study then investigated the attitudes and practices of teachers in relation to the inclusion of specific additional support needs (ASN).
The research was conducted in two phases; the first phase consisted of a questionnaire then semi-structured interviews were carried out in the second phase. Both research methods followed a framework of head (cognitive knowledge and theoretical education), heart (moral and ethical perspective) and hands (practical and technical skills) (Loremen et al, 2013) to examine specifically which of the three elements were present in relation to teachers’ attitudes.
The overall findings of the questionnaire demonstrated a positive teacher attitude towards the concept of inclusion and a commitment and sense of responsibility from teachers regarding their role in inclusive education. It also highlighted that within most ASN the teachers feel head, heart and hands are present. However, when investigating specific ASN there was often one or two elements absent and social, emotional and behavioural difficulties (SEBD) was identified as the ASN that teachers find most difficult to include in the mainstream classroom.
The interviews highlighted similar issues to the questionnaires. However, they also drew attention to the detrimental effects of inclusion on the rest of the class with findings from both very much in line with current literature.
Both phases of the study highlighted a concern in the area of the effective inclusion of children with SEBD. The preparation and continued professional development of teachers in this area is a vital element of implementing inclusion for all.