Educators’ Perspectives on Inclusion Practices in Public Elementary School Classrooms: The United States and Barbados

• In Event: Roundtable Session 30
  In Roundtable Session: Issues in Collaborative Teaching and Inclusion

Abstract

With the increasing prevalence of inclusion in U.S. classrooms and abroad, it is important to examine educators’ perspectives on the practice, since their attitudes can impact its delivery. This study examined the perspectives of classroom teachers, specialists, and administrators regarding inclusion in elementary schools in both the U.S. and Barbados, a country where the practice is still evolving, using semi-structured interviews. Qualitative analysis revealed both continuity and discontinuity attributable to context. Although participants had similar definitions of inclusion and expressed the belief that inclusion facilitated empathy among students, they spoke often of the challenges of successful implementation. Issues around parental involvement and testing requirements were significant tensions for Barbadians. Findings highlight the role of cultural context in shaping educators’ experiences.

Authors

• Ashley Beth MacDougal, Wheelock College

• Tina M. Durand, Wheelock College