Newly qualified B.Ed.(Hons) teachers' experiences of teaching children with individual educational needs in the primary classroom

Abstract

This study investigated the perceptions of newly qualified B.Ed. (Hons.) teachers and their experiences of teaching children with individual educational needs (IEN) in the early years and in the junior years. Data for this research was collected via semi-structured, in-depth interviews with ten newly qualified teachers, five each from the early and junior years. The interview focused on three main areas: views on inclusive education, views on practice and views on training. Findings from this study indicate that the teachers' perception of inclusive schooling extends far beyond mere physical accessibility to providing students the support required to belong and achieve in classroom and school communities. Thus, inclusion is considered as potentially both a process and an outcome for achieving social justice and equity in our society. While at present, credits in the B.Ed. course have increased considerably, all participants in this study remarked that they lack professional training in inclusive techniques and practices. When comparing the views and experiences of the teachers in the early years to those in the junior years, no major differences were found except for the curriculum. Although all teachers agreed that the curriculum is extensive, demanding, abstract and rigid, the teachers in the junior years underlined the effect of exams which are an obstacle to inclusive education. This issue was not brought up by the teachers in the early years, due to the fact that no examinations are held at this stage. Recommendations were made in terms of decreasing the number of students in class, revising the curriculum and offering more practical pre-service training followed by appropriate in-service training.