Teachers' Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School. Issue 2 (26th July 2016)

• Record Type: Journal Article
• Authors: Carrington, Suzanne; Berthelsen, Donna; Nickerson, Julie; Nicholson, Jan M.; Walker, Sue; Meldrum, Katrina
• Is Part Of: Journal of psychologists and counsellors in schools. Volume 26:Issue 2(2016)
• Page Start: 139
• Page End: 154
• Publication Date: 2016-07-26
• Subjects: inclusive education, -- children with disabilities, -- school transition, -- general education classrooms, -- teaching practices; Educational counseling -- Australia -- Periodicals; Educational counseling -- Periodicals; Child psychology -- Periodicals; School children -- Psychology -- Periodicals; 155.42405
• DOI: 10.1017/jgc.2016.19
• Languages: English
• ISSNs: 2055-6365

Abstract

Abstract : This study reports data from teachers in regular classrooms about their experiences of inclusion for 143 young children with disabilities. Children were recruited from early intervention programs and their experiences were tracked across 3 years, from a Preparatory year to Year 2 of school. Children's teachers rated the appropriateness of the child's placement in their classroom as high to very high. However, most teachers rated the resources and supports available to support inclusion as only adequate. Teachers perceived a range of benefits for the child, peers, and themselves from inclusion but also identified significant challenges, including time pressures and increased responsibilities, as well as various behavioural and developmental concerns that had an impact on all children's learning. Challenges identified deserve continued attention for successful inclusive practice.