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

doi:10.1111/1467-9604.12295

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)

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

602 Downloads (Pure)

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 language	English
Pages (from-to)	144-162
Number of pages	19
Journal	Support for Learning
Volume	35
Issue number	2
DOIs	https://doi.org/10.1111/1467-9604.12295
Publication status	Published - 24 May 2020

Keywords

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

ASJC Scopus subject areas

Education

Access to Document

10.1111/1467-9604.12295Licence: CC BY

Final Published VersionLicence: CC BY

Cite this

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