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ERIC Number: EJ807793
Record Type: Journal
Publication Date: 2008-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1034-912X
The Concerns of Mainstream Teachers: Coping with Inclusivity in an Australian Context
Forlin, Chris; Keen, Margaret; Barrett, Emma
International Journal of Disability, Development and Education, v55 n3 p251-264 Sep 2008
Throughout the past two decades there has been a move away from educating children with disabilities in segregated schools to adopting a more inclusive approach within mainstream schools in all jurisdictions in Australia. This research identifies the concerns of 228 regular class teachers in Western Australia who have all been involved with the inclusion of a child with an intellectual disability in their classrooms. Seven categories of concerns are investigated together with the use and effectiveness of a range of coping strategies. Demographic differences in age, year level being taught, qualifications, teaching experience and previous involvement with inclusion were found regarding concerns about inclusion. The discussion focuses on the relevance of professional development and the need to ensure that it targets the specific concerns of teachers, focusing on the coping strategies recognised as being most useful in order to provide optimal conditions for success. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia