Mainstream‐ special school inclusion partnerships: pupil, parent and teacher perspectives

Abstract

Perspectives of 107 pupils, parents and school staff involved in inclusion initiatives in two Local Education Authorities in the UK were obtained though interviews and focus groups. The format of the interview was semistructured, with a predetermined set of questions and prompts being delivered according to a standardized protocol. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. All groups reported academic and social advantages as positive benefits of returning pupils with special educational needs from special to mainstream settings. Teachers identified changing attitudes and values and sharing staff expertise as important. Teachers' main concerns were organizational (planning, timetabling, curriculum). All groups highlighted some academic and social concerns, though for pupils relatively higher incidences of social concerns were recorded. All groups considered pupil progress to be a primary indicator of successful inclusion: parents placed greater emphasis on academic progress and pupils on social progress. Teachers and parents identified good planning and preparation and supportive communication as prerequisites for successful inclusion. The importance of establishing effective systems of communication is discussed in relation to the further development of inclusive practices.