Primary school teachers’ experiences in implementing inclusive education

Abstract

This study explores the lived experiences of primary school teachers in implementing inclusive education, in order to further understand the challenges faced by the teachers, strategies they employ, and forms of support they need. The data was obtained through one-on-one semi structured interviews. Six mainstream primary school teachers who have experienced teaching students with special educational needs (SEN) participated in this qualitative study. Data from the interviews was organized and coded using QDA Miner Lite software and Hycner (1985) data analysis process was applied as a guide in the analysis of data. Findings of the study show that teachers’ attitude towards inclusive education was generally positive. However, the teachers were unsure of how to implement inclusive education due to inadequate training, exposure, and knowledge in regards to the concept and practice of inclusive education. The participants suggested that positive, supportive and accepting attitude of teachers towards students with SEN is very important for a successful inclusion program. The teachers requested additional training, effective collaboration with special education experts, more effective teacher-parent relationship and early intervention of students with SEN as support structures needed to boost confidence to teach in an inclusive classroom. Several implications are drawn from the findings and some recommendations for professional practice and further research on inclusive education are provided in the final chapter of this study.