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Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education
Young, Keith Mannix McNamara, Patricia Coughlan, Barry
Young, Keith
Mannix McNamara, Patricia
Coughlan, Barry
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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.
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Publication Date
2017-11
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Elsevier BV
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Keywords
Education, Special education, Teachers, Beliefs, Attitudes, Autism spectrum disorder, Inclusive education