Inclusion : smoothing the pathways into the regular classroom

Inclusive education of students with special needs is currently a philosophy that is evolving into practice in many schools. A majority of current regular classroom practitioners have had little experience of teaching students with special needs and are expressing concern about how to include these children. This paper reports on a pilot study of teachers personal experiences of including students with special needs in their regular classrooms. The analysed data reports on the teachers' perceptions of the success of inclusioin in their classrooms, the problems they faced, the changes they needed to make to their teaching and outlines their advise to other teachers on how best to make classrooms more inclusive