Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland
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2013Access:
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Shevlin, M., Winter, E., Flynn, P., Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland, International Journal of Inclusive Education, 17, 10, 2013, 1119 - 1133Download Item:
Shevlin, Winter, Flynn - Developing inclusive practice, teacher perceptions.pdf (Published (publisher's copy)) 126.9Kb
Abstract:
There has been a signi?cant policy shift from parallel systems of special and
mainstream education in the Republic of Ireland towards provision underpinned
by enabling legislation with a presumption for inclusion. The role of teachers in
establishing inclusive learning environments is critical and it is generally
accepted that inclusive practice relies to a large extent on teacher knowledge,
skills, understanding, capacity and attitudes. This exploratory study aimed to
gather information on teachers? attitudes about inclusion, and perceived
constraints in creating inclusive learning environments. A range of schools from
urban, semi-urban, provincial and rural backgrounds were included and data
were collected using semi-structured interviews (n ? 24) including all principals,
class teachers and support staff in the participating schools. Teachers recognised
the challenge of responding appropriately to diversity within schools and are
generally supportive of the principle of inclusion. However, there are clear
concerns around their individual capacity and the capacity of their schools to
develop inclusive learning environments. A positive school ethos was a
signi?cant factor in ensuring inclusive practice. International research indicates
that the complex mix of positive teacher beliefs combined with fears and
perceived inadequacies is quite common in the evolution of practice towards
inclusive learning environments
Author's Homepage:
http://people.tcd.ie/flynnp4http://people.tcd.ie/mshevlin
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International Journal of Inclusive EducationType of material:
Journal ArticleCollections:
Series/Report no:
International Journal of Inclusive Education;17;
10;
1119-1133;
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