Teachers' experiences of inclusion of children with developmental disabilities across the early years of school

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