Teachers’ experiences of inclusion of children with developmental disabilities across the early years of school
Carrington, Suzanne B., Berthelsen, Donna C., Nickerson, Julie, Nicholson, Jan, Walker, Sue, & Meldrum, Katrina (2016) Teachers’ experiences of inclusion of children with developmental disabilities across the early years of school. Journal of Psychologists and Counsellors in Schools, 26(2), pp. 139-154.
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This study reports data from teachers in regular school classrooms on their experiences of inclusion for 143 young children with disabilities. The children were recruited from early intervention programs and their experiences in regular schools were tracked across three years, from a Preparatory year to Year 2 of school. Across the three years, the children’s teachers rated the child’s placement in their classroom as appropriate and that resources and supports available to support inclusion were generally adequate. Teachers perceived a range of benefits for the child, peers, and themselves. However, teachers also identified significant challenges including time pressures and increased responsibilities; and various behavioural and developmental concerns that impacted on all children’s learning in the classroom. The various challenges deserve continued attention for successful inclusive practice.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2016 The Author(s)|
|Deposited On:||29 Jun 2016 00:45|
|Last Modified:||12 Jan 2017 03:27|
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