Worldwide inclusive education has been established as a significant policy direction with respect to including children with disabilities in regular or mainstream schools. Teachers are now expected to rise to the challenge of accommodating a range of students in the classroom. Yet how can teachers be supported to accomplish this challenging task in the classroom? Is it only a matter of resources or are teachers’ views about inclusion crucial for successful implementation of policy? How can developing countries seeking to introduce inclusive education policies go about the task? This paper draws upon a small scale study involving two mainstream primary schools in the United Kingdom. The study sought to uncover teachers’ perceptions of inclusive education in order to give insights into the reality of inclusion policy and practice. Data was collected through semi-structured interviews and the analysis of policies. The findings of the study reveal that teachers’ personal characteristics, their views of the support available, their understanding of inclusion and school practices all contribute to the successful implementation of policy.
|Keywords:||Inclusive Education, Policy, Special Education Needs, Teachers, Primary Schools|
Senior Lecturer, School of Education, Roehampton University, London, UK
Assistant Director, Policy and Operations, Directorate of Primary Education, Ministry of Primary and Mass Education, Dhaka, Bangladesh
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