Do I include all the children in my classroom? : listening to the voices of primary school teachers

Abstract

This study explored the experiences of teachers working in inclusive primary school classrooms. The research question - Do primary school children believe that they include all the children in their classroom? We wanted to listen to the voices of primary school teachers and begged a qualitative research approach. We sought to give voice to teachers working in the primary classroom by asking them to narrate their experiences within the context of the national policies and the primary school syllabi using individual audio-recorded interviews. A literature review helped build a context within the Universal Design Learning Construct. Participants were generally in favour of inclusion but expressed concerns regarding their preparation, the school culture, syllabi, use of resources and support. The participants showed great enthusiasm for and a firm belief in the indispensability of inclusionary techniques in class so that every child’s needs would be addressed effectively to ensure the progress of all children. They referred to a number of constraints which hinder the implementation of inclusionary policies, and also made a number of recommendations. The data gathered yielded a number of recommendations: a need for more intense and extensive training for teachers in inclusive strategies in class, shorter syllabi, differentiated work, more effective school policies, extended parents’ education and greater support to teachers in their attempts to achieve inclusion from the Directorate for Quality and Standards in Education and the Directorate for Educational Services.