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Teachers talk about inclusion… but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school
Author(s) -
Ferriday Gillian,
Cantali Dianne
Publication year - 2020
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12295
Subject(s) - inclusion (mineral) , mainstream , pedagogy , exploratory research , psychology , mainstreaming , population , school teachers , scale (ratio) , special needs , mathematics education , medical education , special education , sociology , medicine , social psychology , political science , physics , demography , quantum mechanics , anthropology , psychiatry , law
Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small‐scale exploratory study in a Scottish secondary school investigated staff perspectives, aiming to provide unique insights and personal accounts of issues pertaining to inclusion. The findings suggest that there is a need to increase the skills of staff in order for them to be suitably equipped, competent and confident to meet all pupils’ needs.