The importance of peer-support for teaching staff when including children with special educational needs

Christopher Boyle, Keith Topping, Divya Jindal-Snape, Brahm Norwich

    Research output: Contribution to journalArticle

    29 Citations (Scopus)

    Abstract

    Policies of inclusion in schools now transcend national boundaries; but much less is known about how teachers interact best with each other in order to establish a successful inclusion environment. School psychologists cannot work in isolation and require being fully conversant with this perennially polemic topic. This article reports on a study in which 43 teachers in three secondary schools across one local authority in Scotland were interviewed on a range of topics related to inclusion. One of the important themes to emerge was the importance of peer-support within staff groups. It was found that teachers could still hold positive attitudes towards inclusion, even if the management team and heads of department within the same school were not regarded as being particularly supportive. Peer support was highlighted as a valuable component enabling teachers to feel that they were able successfully to include children with special needs. Moreover, the importance of peer support was perceived as superseding other support across the three high schools. Some implications for a possible role for school psychologists in helping to establish peer support networks for teachers are considered.
    Original languageEnglish
    Pages (from-to)167-184
    Number of pages18
    JournalSchool Psychology International
    Volume33
    Issue number2
    Early online date22 Jul 2011
    DOIs
    Publication statusPublished - Apr 2012

    Fingerprint

    special educational needs
    Teaching
    inclusion
    teacher
    school psychologist
    school
    Psychology
    Scotland
    social isolation
    secondary school
    staff
    management
    Group

    Keywords

    • Attitudes to inclusion
    • Educational psychologists
    • High school teachers
    • Inclusion
    • Peer support
    • School psychologist
    • Scotland
    • Teacher interaction

    Cite this

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    The importance of peer-support for teaching staff when including children with special educational needs. / Boyle, Christopher; Topping, Keith; Jindal-Snape, Divya; Norwich, Brahm.

    In: School Psychology International, Vol. 33, No. 2, 04.2012, p. 167-184.

    Research output: Contribution to journalArticle

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