ISaR Projekt

This paper presents approaches to inclusion taken by primary teachers and discusses the institutional contexts in which these are located. Focusing on the development of enabling practices for the inclusion of children accredited with ‘special educational needs’ (SEN), a continuum of approaches is identified, ranging from inclusive to integrationist and exclusionary orientated stances. Here we draw on data gathered through interviews with teachers in seven primary schools in the North of England. The implications of schools and teachers understanding of inclusion and attitudes towards its implementation are explored with reference to wider Local Education Authority policies. A range of strategies towards inclusive school cultures are highlighted. A number of barriers are identified and we explore the potential impacts of more restricted practices and circumstances. The paper concludes by highlighting the need for schools to establish cultures which minimise assumptions of difference and which give rise to genuinely inclusive teacher practices.

(Source: Abstract)