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Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school

Published online by Cambridge University Press:  26 February 2016

Susan L. Wright  and
Jeff Sigafoos
Susan L. Wright
Affiliation:
University of Queensland
Jeff Sigafoos*
Affiliation:
University of Queensland
*
Address for correspondence to Jeff Sigafoos, Schonall Special Education Research Centre, Tha University of Queensland, Qld 4072, Australia. E-mail: j.sigafoos@mailbox.uq.edu.au
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Abstract

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 21 , Issue 2 , January 1997 , pp. 67 - 80
Copyright
Copyright © The Australian Association of Special Education 1997

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