Capacity to be inclusive: Secondary teachers' perspective
Australian Association of Special Education Inc.
Faculty of Education and Arts
School of Education
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.