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Citation

Thesis Title
Inclusion and behavioural difficulties in secondary schools: representations and practices

Read article at Massey Research Online:

Ms Fortier''sresearch explored social representations of inclusion and practices to prevent and deal with difficult behaviour in inclusive educational contexts. Following an exploratory online questionnaire for secondary school teachers, teacher aides, and specialists, she examined teachers'' representations and practices conducting case studies. She found that teachers were knowledgeable about inclusion, although they believed that some students could not be catered for in regular education, posing conditions to inclusion. Notably, teachers believed that inclusion could occur if students'' behavioural needs were not too severe and if teachers were trained, skilled, and supported. The study identified multiple barriers to inclusion, including the resistance of some teachers to transform disciplinary practices in preventative and positive actions. Teachers justified the inclusiveness of their practices using a variety of explanations revealing the contextual nature of inclusion. Recommendations were formulated to help teachers and school communities build on their existing knowledge for greater inclusion.

Supervisors
Dr Jane Prochnow
Professor Alison Kearney