Perceptions and Attitudes of Mainstream Primary Teachers Towards the Inclusion of Students with Intellectual Disabilities: An Investigatory Study

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress.abstract<p>Inclusion is now the preferred method of educating children with disabilities in New South Wales public schools. Inclusion gives all students the same rights as their peers to be educated in a mainstream classroom regardless of disability. While this government policy does give all students an equal opportunity, teachers are the ones who need to include these children and their attitude towards inclusion can determine whether inclusion will be successful or unsuccessful. This research project investigates the perceptions and attitudes of a group of mainstream teachers, in NSW public schools, towards the inclusion of children with intellectual disabilities. Teachers were asked to respond to a questionnaire and in a follow up interview to identify their perceptions of different aspects of inclusion. This research identifies that teachers' perceptions and attitudes towards inclusion were based on experience and their sense of self efficacy. The availability of support contributed to these perceptions, as teachers felt they needed a supportive environment in order to successfully include a child with an intellectual disability in the mainstream classroom. Inclusion gives students an equal opportunity, but the teacher of the child must be fully supportive of inclusion. Teachers need to have a high self efficacy and be in a supportive environment to successfully include a child with an intellectual disability.</p>
avondale-bepress.articleid1038
avondale-bepress.authorsKaren Broadfoot
avondale-bepress.context-key11759552
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/theses_bachelor_honours/58
avondale-bepress.document-typethesis
avondale-bepress.field.advisor1Dr Marion Shields
avondale-bepress.field.comments<p>Used by permission: the author.</p> <p>A print copy of this thesis is held in the Avondale College Library (SC Theses 371.9046 B77).</p>
avondale-bepress.field.custom_citation<p>Broadfoot, K. (2009). <em>Perceptions and attitudes of mainstream primary teachers towards the inclusion of students with intellectual disabilities: An investigatory study</em> (Bachelor's thesis, Avondale College, Cooranbong, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/58/</p>
avondale-bepress.field.degree_nameBachelor of Education (Honours) BEd (Hons)
avondale-bepress.field.departmentEducation
avondale-bepress.field.embargo_date2018-03-12T00:00:00Z
avondale-bepress.field.for_codes130105 Primary Education (excl. Maori)
avondale-bepress.field.publication_date2009-11-01T00:00:00Z
avondale-bepress.field.schoolsEducation
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1038&amp;context=theses_bachelor_honours&amp;unstamped=1
avondale-bepress.keywordsinclusion
avondale-bepress.keywordsintellectual disabilities
avondale-bepress.keywordsstudents
avondale-bepress.keywordsclassroom
avondale-bepress.label58
avondale-bepress.publication-date2009-11-01T00:00:00Z
avondale-bepress.publication-titleTheses Bachelor Honours
avondale-bepress.statepublished
avondale-bepress.submission-date2018-03-12T17:49:22Z
avondale-bepress.submission-paththeses_bachelor_honours/58
avondale-bepress.titlePerceptions and Attitudes of Mainstream Primary Teachers Towards the Inclusion of Students with Intellectual Disabilities: An Investigatory Study
avondale-bepress.typearticle
dc.contributor.authorBroadfoot, Karen
dc.date.accessioned2023-11-01T00:26:12Z
dc.date.available2023-11-01T00:26:12Z
dc.date.issued2009-11-01
dc.date.submitted2018-03-12T17:49:22Z
dc.description.abstract<p>Inclusion is now the preferred method of educating children with disabilities in New South Wales public schools. Inclusion gives all students the same rights as their peers to be educated in a mainstream classroom regardless of disability. While this government policy does give all students an equal opportunity, teachers are the ones who need to include these children and their attitude towards inclusion can determine whether inclusion will be successful or unsuccessful. This research project investigates the perceptions and attitudes of a group of mainstream teachers, in NSW public schools, towards the inclusion of children with intellectual disabilities. Teachers were asked to respond to a questionnaire and in a follow up interview to identify their perceptions of different aspects of inclusion. This research identifies that teachers' perceptions and attitudes towards inclusion were based on experience and their sense of self efficacy. The availability of support contributed to these perceptions, as teachers felt they needed a supportive environment in order to successfully include a child with an intellectual disability in the mainstream classroom. Inclusion gives students an equal opportunity, but the teacher of the child must be fully supportive of inclusion. Teachers need to have a high self efficacy and be in a supportive environment to successfully include a child with an intellectual disability.</p>
dc.identifier.citation<p>Broadfoot, K. (2009). <em>Perceptions and attitudes of mainstream primary teachers towards the inclusion of students with intellectual disabilities: An investigatory study</em> (Bachelor's thesis, Avondale College, Cooranbong, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/58/</p>
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/11759552
dc.language.isoen_us
dc.rights<p>Used by permission: the author.</p> <p>A print copy of this thesis is held in the Avondale College Library (SC Theses 371.9046 B77).</p>
dc.subjectinclusion
dc.subjectintellectual disabilities
dc.subjectstudents
dc.subjectclassroom
dc.titlePerceptions and Attitudes of Mainstream Primary Teachers Towards the Inclusion of Students with Intellectual Disabilities: An Investigatory Study
dc.typeThesis
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