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    Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education

    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

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    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:
    Depositing User: Keith Young
    Date Deposited: 28 Nov 2023 13:57
    Journal or Publication Title: Teaching and Teacher Education
    Publisher: Elsevier
    Refereed: Yes
    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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