A review of the policy of integrating students with disabilities into Victorian post-primary schools

Master of EducationThis study set out to examine how the integration of students with disabilities in post-primary schools is viewed by the teachers and administrators. A review of the available services indicated that integration forms a part of a wider process of structural change within the school system and its impact can only be judged as part of this wider trend. A previous study conducted in 1990, Wolf (1990) provided an insight into the situation in Victorian Post-Primary Schools. As there have been further developments in the ensuing period this study examined the field from the perspective of policy, delivery, implementation and resource provision and compared this with teachers role, experience, qualifications, and the academic orientation of the school. This study found that teachers views regarding integration have continued to evolve and that the schools approach to integration policy development, access and curriculum is the central issue. Where these antecedent issues have been dealt with the integration is more successful. The process of actually integrating the student, (transaction) and the classroom activities (implementation) were easier in that the individual teacher was able to direct the process. The results also shows that the integration of the disabled is not perceived as having any impact on the learning of other students, although teachers with Special Education qualifications were more conscious of this possibility. On the other dimension teachers with post-graduate qualifications were more confident in their participation with integrated students than were the more experienced teachers. Teachers without post-graduate qualifications were more concerned with the effect of integration on the student with disabilities, whereas the qualified were more focussed on the effect on the non-integrated student. The Principals and Vice Principals considered that integration did not have an adverse effect on the general operation of the school. A finding which provides the basis for continual advancement towards a more civilized values and an accepting and tolerant society