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Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Cathryn Knight Orcid Logo, Zoe Clegg, Carmel Conn Orcid Logo, Matt Hutt Orcid Logo, Tom Crick Orcid Logo

British Journal of Special Education, Volume: 49, Issue: 1, Pages: 6 - 23

Swansea University Authors: Cathryn Knight Orcid Logo, Zoe Clegg, Tom Crick Orcid Logo

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Abstract

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards...

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Published in: British Journal of Special Education
ISSN: 0952-3383 1467-8578
Published: Wiley 2022
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa59110
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Abstract: Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.
Keywords: inclusion; Wales; additional learning needs; special educational needs
College: College of Arts and Humanities
Issue: 1
Start Page: 6
End Page: 23