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    Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education

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    Author
    Young, Keith
    Mannix McNamara, Patricia
    Coughlan, Barry
    Type
    Article
    Journal title
    Teaching and Teacher Education
    Publication Date
    2017-11
    Volume
    68
    Start page
    1
    End page
    11
    
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    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.
    Keyword
    Education
    Special education
    Teachers
    Beliefs
    Attitudes
    Autism spectrum disorder
    Inclusive education
    Publisher
    Elsevier BV
    URI
    http://hdl.handle.net/20.500.13012/81
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.tate.2017.07.017
    Scopus Count
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    Post-primary publications

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