A Study of Teachers’ Perspectives towards the Requirement for Inclusive Education and Courses of Action for Its Successful Implementation

Document Type : Research Paper

Authors

1 MSc in Educational Psychology, Educational Science and Psychology Faculty, Birjand University, Birjand, Iran

2 MSc in Educational Psychology, Educational Science and Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran

3 Psychology Department, Educational Science and Psychology Faculty, Birjand University, Birjand, Iran

Abstract

One of the most important goals of the education system is the successful implementation of inclusive education. Therefore, the factors that influence the success of inclusive education should be investigated. The purpose of the present study is to investigate teachers’ perspectives on the requirements of inclusive education and recommended actions for its successful implementation. The present study is purposive conducted by using a phenomenological qualitative approach. Data were collected through semi-structured interviews and analyzed using the content analysis method. The participants includes all teachers in Torbat-e Heydariyeh in the school year 2020-2021. Based on purposive sampling, 15 female and 15 male teachers (teaching in exceptional and normal schools) were selected and interviewed. The findings show that teachers have negative, positive and neutral perceptions about the need for inclusive education. In addition, 83% of the participants believed that there is no need for inclusive education. Respondents’ courses of action for successful implementation of inclusive education were divided into four categories: “teacher preparation,” “school preparation,” “student preparation,” and “how to integrate students.” The first theme was considered the most important option for action. Based on the importance of inclusive education, special attention must be paid to the factors that influence the students' perspective. In addition, effective application and implementation of the proposed measures can improve the quality of teaching and learning in an inclusive environment to achieve successful inclusive education.

Keywords

References

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Journal of Applied Psychological Research
Volume 12, Issue 4
February 2022
Pages 227-250

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History

  • Receive Date: 12 March 2021
  • Revise Date: 06 May 2021
  • Accept Date: 12 May 2021
  • First Publish Date: 26 January 2022
  • Publish Date: 20 February 2022

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