Title

The Perceptions of Secondary Teachers and Students about the Implementation of an Inclusive Classroom Model for Students with Mild Disabilities

Document Type

Journal Article

Publisher

Social Science Press

Faculty

Education and Arts

School

Education

RAS ID

9400

Comments

This article was originally published as: O’Rourke, J., & Houghton, S. (2009). The perceptions of secondary teachers and students about the implementation of an inclusive classroom model for students with mild disabilities. Australian Journal of Teacher Education, 34(1), 3. Original available here

Abstract

This research used qualitative methods to gather the perceptions of regular classroom teachers and students with and without mild disabilities (MD) about an inclusive program implemented in three separate classrooms and designed to enhance both the academic and social engagement of a small number of students with MD. Teachers acknowledged that these strategies resulted in improvements in their classroom approach and in positive outcomes for students. Two of the three teachers considered that the strategies resulted in limited academic gains, but provided opportunities for students with MD to enhance their social experience. All students were positive about certain changes to their classroom, particularly in working with their peers, but did not see the classroom teachers' instructional methodologies as being different, despite a series of changes to the classroom pedagogy. Teacher and student discussions about the strategies implemented are presented and the implications for practice, teacher education and future research are discussed.

DOI

10.14221/ajte.2009v34n1.3

Access Rights

free_to_read

 

Link to publisher version (DOI)

10.14221/ajte.2009v34n1.3