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Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School

Published online by Cambridge University Press:  26 July 2016

Suzanne Carrington ,
Donna Berthelsen ,
Julie Nickerson ,
Jan M. Nicholson ,
Sue Walker  and
Katrina Meldrum
Suzanne Carrington
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia
Donna Berthelsen*
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia
Julie Nickerson
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia
Jan M. Nicholson
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia Judith Lumley Centre, La Trobe University, Melbourne, Australia
Sue Walker
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia
Katrina Meldrum
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia
*
address for correspondence: Donna Berthelsen, Faculty of Education, Queensland University of Technology, Kelvin Grove QLD 4059, Australia. Email: [email protected]
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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.

Keywords

inclusive educationchildren with disabilitiesschool transitiongeneral education classroomsteaching practices
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 26 , Special Issue 2: Developmental Disabilities , December 2016 , pp. 139 - 154
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Copyright
Copyright © The Author(s) 2016 

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