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Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education
Type
Article
Journal Title
Teaching and Teacher Education
Book title
Publication Date
2017-11
Volume
68
Issue
Start page
1
End page
11
Publication Number of pages
External link
Research Projects
Organizational Units
Journal Issue
Abstract
This study examines teachers' perspectives of inclusive practice for students with autism spectrum
disorders in Irish post-primary schools. Semi-structured interviews were conducted with 15 teachers
nationally. The data were thematically analysed according to Braun and Clarke's framework, employing a
deductive, constructionist, analytical approach based on Ajzen's Theory of Planned Behavior. Conclusions
drawn include: In principle, teachers espoused the value of inclusion however, their practice evidenced
little in terms of agency to effect inclusion. They attributed barriers experienced to external factors.
Authentic inclusion requires adequate resourcing and attitudinal change in order to effectively transcend
rhetoric and positively influence practice.
Keywords
Education, Special education, Teachers, Beliefs, Attitudes, Autism spectrum disorder, Inclusive education
Publisher
Elsevier BV