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dc.contributor.authorYoung, Keith
dc.contributor.authorMannix McNamara, Patricia
dc.contributor.authorCoughlan, Barry
dc.date.accessioned2022-06-23T11:41:07Z
dc.date.available2022-06-23T11:41:07Z
dc.date.issued2017-11
dc.identifier.issn0742-051X
dc.identifier.doi10.1016/j.tate.2017.07.017
dc.identifier.piiS0742051X16305479
dc.identifier.urihttp://hdl.handle.net/20.500.13012/81
dc.description.abstractThis 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.
dc.language.isoenen_US
dc.publisherElsevier BVen_US
dc.rights© 2017 Elsevier Ltd. All rights reserved.
dc.rights.urihttps://www.elsevier.com/tdm/userlicense/1.0/
dc.subjectEducationen_US
dc.subjectSpecial educationen_US
dc.subjectTeachersen_US
dc.subjectBeliefsen_US
dc.subjectAttitudesen_US
dc.subjectAutism spectrum disorderen_US
dc.subjectInclusive educationen_US
dc.titleAuthentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive educationen_US
dc.typeArticleen_US
dc.source.journaltitleTeaching and Teacher Educationen_US
dc.source.volume68en_US
dc.source.beginpage1en_US
dc.source.endpage11en_US
html.description.abstractThis 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.en_US


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