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

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.

Highlights

This small-scale exploratory study investigated the perceptions of staff in relation to inclusion of pupils with additional support needs (ASN) in a mainstream secondary school, situated in a small city in the East of Scotland
There is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research exploring the perspectives of staff who support and teach this population
The results gathered from qualitative exploration of views of staff in this study revealed that, in relation to all staff understanding and permeating inclusion in their day to day practices, there was a divide in opinion between the staff in the ASN department of the school compared to the other staff groups

Summary

Introduction

This small-scale exploratory study investigated the perceptions of staff in relation to inclusion of pupils with additional support needs (ASN) in a mainstream secondary school, situated in a small city in the East of Scotland. The concept underpinning ASN hinges on the notion of pupils who have needs which may adversely impact their ability to access education, and whose life chances may be at risk of less successful outcomes (Cantali, 2019). This philosophy recognises that ASN includes any barrier to a pupil’s learning (Education (Scotland) Additional Support for Learning Act, 2009)

Objectives

Findings

Discussion

Conclusion