Inclusive Education: How Do New Zealand Secondary Teachers Understand Inclusion and How Does This Understanding Influence Their Practice?

Y

12

Foreign Countries; Inclusion; Secondary School Teachers; Teaching Methods; Teacher Attitudes; Student Needs; Barriers; Academic Achievement; Teacher Competencies; Self Efficacy; Students with Disabilities; Severity (of Disability); Faculty Development; Teacher Education; Teaching Experience; Best Practices; Expectation

1175-9232

Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.

As Provided

2020

EJ1240185