Title

Capacity to be inclusive: Secondary teachers' perspective.

Document Type

Journal Article

Publisher

Australian Association of Special Education Inc.

Faculty

Education and Arts

School

Education

RAS ID

10477

Comments

This article was originally published as: Pearce, M. V., Campbell-Evans, G. H., & Gray, J. R. (2010). Capacity to be inclusive: Secondary teachers' perspective. Special Education Perspectives, 19(1), 15-27. Original article available here

Abstract

Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge domains and professional challenges. Data relevant to knowledge domains are presented in the frwnework of Shulman's (1986) domains of knowledge. There are five categories of professional challenges: managing challenging behaviours, special education training, access to special education expertise, opportunities for collaboration, complexity of inclusion. This research draws attention to the secondary school classroom and teachers' capacity to meet the challenges of inclusion.

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