The impact of inclusion on Teachers in a Mainstream Secondary School

This thesis considers the inclusion of pupils with special educational needs and the consequent impact of this policy on teachers in a mainstream secondary school. The evidence gathered through this case study suggests that inclusion has not been a positive experience for all teachers and pupils at the school. The introduction to the thesis establishes the growing importance of inclusion in mainstream schools and outlines both the format of the work and the values and assumptions of the researcher. Chapter one is divided into two sections, the first describing the national policy context and the second, the case study school's approaches to implementing national special needs policies prior to this research. The literature review explores issues surrounding inclusion and its implementation in mainstream schools. Definitions of inclusion, the terminology used and ideological views held are discussed. Managing the necessary changes and understanding teacher views on inclusion are also considered. It is recognised that little evidence is available about teachers’ views on inclusion nor on the practicalities of achieving it. Five key issues are: ( The nature and extent of the impact of inclusion depends upon how teachers define "inclusion" and whether or not they perceive it to be a positive situation (Inclusion is influenced by teachers' perspectives of "who" is to be included and the implications of that (Inclusion is inevitably perceived as problematic because the demands it makes directly conflict with other legislative demands on the providers of education (The competence and attitude of individual teachers are key factors in determining how they view the concept of inclusion and how well they achieve it (The impact of inclusion is likely to depend upon whether it is a well managed change or merely another initiative imposed upon teachers Finally, there is a suggestion that for teachers and pupils to experience inclusion as a positive event, the key issues and management recommendations raised in this research need to be considered and translated into action that 're-shapes' the landscape of practice.