Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-25T07:50:03.697Z Has data issue: false hasContentIssue false
  • English
  • Français

Inside Four Walls

Published online by Cambridge University Press:  26 February 2016

Chris Forlin
Chris Forlin*
Affiliation:
University of Southern Queensland
*
Address for: Dr Chris Forlin, University of Southern Queensland, Faculty of Education, University of Southern Queensland, Toowoomba, Queensland 4350 Australia. Phone: 61 7 4631 2886 Fax: 61 7 4631 2828 E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This research study was designed to investigate the effects of inclusion on regular class teachers in Queensland schools. While education departments promote inclusion there is frequently insufficient notice taken of the impact of such programs within the classroom context where inclusion actually happens. For the majority of children, and for most of the time, inclusion occurs within the four walls of a regular classroom. This paper reports the findings of focus group interviews with primary school teachers involved with inclusion. The research was undertaken in 1997 with 17 teachers from 13 primary schools within one region in Queensland. All teachers involved in this study taught in regular classrooms that included a child with either an intellectual or physical disability. Discussion of the analysis of the interviews focuses on three main areas within the classroom context: (1) the children in the classes (2) the classroom learning environments; and (3) the teachers. This project is highly significant as policies of inclusion rely on teachers’ acceptance of them, belief in their worth, and ability to cope. It is essential to determine if the reality of the current situation is likely to support further trends towards greater inclusion.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 22 , Issue 2 , 1998 , pp. 96 - 106
Copyright
Copyright © The Australian Association of Special Education 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Casey, K. (1994). Teaching children with special needs. Wentworth Falls, NSW: Social Science Press.Google Scholar
Clark, C., Dyson, A., Millward, A., & Skidmore, D. (1997 New directions in special education: Innovations in mainstream schools. London: Cassell.Google Scholar
Fields, B. (1993). Inclusive education: Impact on teachers in small rural schools. Education in Rural Australia, 3, 11–15.CrossRefGoogle Scholar
Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers? International Journal of Disability Development and Education, 43, 119–133.CrossRefGoogle Scholar
Forlin, P., & Forlin, C. (1996). Legal frameworks for devolution in regular and special education. Australian Journal of Education, 40, 177–189.CrossRefGoogle Scholar
Forlin, C. (1997). Inclusive education in Australia. Special Education Perspectives. 6, 21–26.Google Scholar
Forlin, C. (1998). Teachers’ personal concerns about including children with a disability in regular classrooms. Journal of Developmental and Physical Disabilities. Vol.10, no.1, 87–110.Google Scholar
Fullan, M., & Hargreaves, A. (1991). Working together for your school. Victoria, Australia: ACER.Google Scholar
Goodfellow, J. (1990). Personal preparation for successful integration of young children with special education needs - a case study. Australian Journal of Early Childhood, 15, 9–14.Google Scholar
Hargreaves, A., & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. In Goodson, I. & Hargreaves, A. (Eds.), Teachers’ professional lives (pp. 1–27). London: Falmer Press.Google Scholar
Hargreaves, A. (1994). Changing teachers; Changing times: Teachers’ work and culture in the post modern age. London: Cassell.Google Scholar
Hasazi, S., Johnston, A., Liggett, A., & Schattman, R. (1994). A qualitative policy study of the least restrictive environment provision of the Individuals with Disabiltiites Education Act. Exceptional Children 60: 491–507.CrossRefGoogle Scholar
Louis, K., & Smith, B. (1990). Teachers’ working conditions. In Reyes, P. (Ed.), Teachers and their Workplace (pp. 23–47). Newbury Park, CA: Sage.Google Scholar
Reyes, P. (1990). Organisational commitment of teachers. In Reyes, P. (Ed.), Teachers and their Workplace (pp. 143–162). Newbury Park, CA: Sage.Google Scholar
Smylie, M. (1990). Teacher efficacy at work. In Reyes, P. (Ed.), Teachers and their Workplace (pp. 48–66). Newbury Park, CA: Sage.Google Scholar
Simkins, T. (1994) Efficiency, effectiveness and the local management of schools. Journal of Education Policy, 9(1), 15–33.CrossRefGoogle Scholar
Slee, R. (1993). The politics of integration - new sites for old practices. Disability, Handicap & Society 8: 351–360.CrossRefGoogle Scholar
Stillman, A. (1990) Legislation for choice. In Flude, M. & Hammer, M. (Eds.), The Education Reform Act, 1988: Its origins and implications (pp. 87–106). London: The Falmer Press.Google Scholar
Vlachou, A., & Barton, L. (1994). Inclusive education: Teachers and the changing culture of schooling. British Journal of Special Education, 21, 105–107.CrossRefGoogle Scholar
Ward, J., Center, Y., & Ferguson, C. (1988). Integration of children with disabilities: Design of a naturalistic study. In Ashman, A.F. (Ed.), The Exceptional Child Monograph No 1 (pp. 249–259). Australia: University of Queensland Press.Google Scholar
Wilton, K. (1995). Len Cosson memorial lecture. Special education policy for children with moderate learning or behavioural difficulties in New Zealand: Does “inclusion” really mean “exclusion”?. Australasian Journal of Special Education, 22, 5–11.Google Scholar