Inclusion: Identifying potential stressors for regular class teachers
Taylor and Francis
Faculty of Community Services, Education and Social Sciences
School of Education
This research investigates the potential stressors for teachers during inclusion. The study reports findings from 571 Queensland primary school teachers who were involved with including a child with a moderate or severe intellectual disability in their regular classrooms. Teachers who responded to the Teacher Stress and Coping Questionnaire (TSC) did not appear to be overly stressed by inclusion. Issues that related to a teacher's professional competence and the behaviour of the child with the intellectual disability were the most stressful for teachers. Female teachers reported greater stress than their male counterparts when coping with classroom issues. An increase in number of years involved with inclusion and participation in formal training were associated with a reduction in stress. Discussion focuses on the need to identify potential stressors during inclusion to enable more appropriate preservice and inservice training and support to be provided.