Young, Keith and Mannix McNamara, Patricia and Coughlan, Barry
(2017)
Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education.
Teaching and Teacher Education, 68.
pp. 1-11.
ISSN 0742-051X
Abstract
This study examines teachers' perspectives of inclusive practice for students with autism spectrum
disorders in Irish post-primary schools. Semi-structured interviews were conducted with 15 teachers
nationally. The data were thematically analysed according to Braun and Clarke's framework, employing a
deductive, constructionist, analytical approach based on Ajzen's Theory of Planned Behavior. Conclusions
drawn include: In principle, teachers espoused the value of inclusion however, their practice evidenced
little in terms of agency to effect inclusion. They attributed barriers experienced to external factors.
Authentic inclusion requires adequate resourcing and attitudinal change in order to effectively transcend
rhetoric and positively influence practice.
| Item Type: |
Article
|
| Keywords: |
Special education;
Teachers;
Beliefs;
Attitudes;
Autism spectrum disorder;
Inclusive education; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
17889 |
| Identification Number: |
https://doi.org/10.1016/j.tate.2017.07.017 |
| Depositing User: |
Keith Young
|
| Date Deposited: |
28 Nov 2023 13:57 |
| Journal or Publication Title: |
Teaching and Teacher Education |
| Publisher: |
Elsevier |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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