Teachers talk about inclusion… but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school

Gillian Ferriday, Dianne Cantali (Lead / Corresponding author)

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Abstract

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.

Original languageEnglish
Pages (from-to)144-162
Number of pages19
JournalSupport for Learning
Volume35
Issue number2
DOIs
Publication statusPublished - 24 May 2020

Keywords

  • additional support needs
  • inclusion
  • secondary education
  • special educational needs
  • staff perspectives
  • teacher's views

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