Understanding And Application Of Inclusion For Primary Schools And Its Effect On Education

Understanding And Application Of Inclusion For Primary Schools And Its Effect On Education

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‘It is critical that all new teachers are given training in how to support children with SEN- this should not be treated as an optional extra, but as a priority’ (Carter, 2015, p.24)
By applying qualitative research, this method will allow me to undertake the subjectivist approach will enable me to explore the variation of teachers’ perspectives upon inclusive education for students with SEN. As highlighted by Anderson (1998, p.134), ‘Qualitative research accepts people know themselves best and can describe, interpret and talk about their own environment’. The main objective of this project will be to represent an attempt to investigate the understanding and application of inclusion in primary schools and its effect on education. Essentially, this scope of epistemology will best suit my research as it will take into consideration the understanding of the context and reasons for inclusion and how these can vary due to the environment and all its political, social, psychological and cultural differences. With these considerations, I will then investigate and interpret teachers understanding of inclusion and how they apply it to their pedagogy. As Hennick, Hutter and Bailey (2011, p,10) state ‘Qualitative research is the most suitable for addressing ‘why’ questions to explain and understand issues or ‘how’ questions that describe processes or behaviours’, therefore to understand teachers’ application of inclusion, I will need to gain an understanding of their beliefs, opinions and emotions.
During my research I will be using both observations and semi-structured interviews. During the observation, I will be observing the teachers interactions with pupils with SEN and how they apply inclusive approaches. As Cohen, Manion and Morriso...

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...that ‘The researcher is not interested in statistical analysis of a large number of responses, but wants to probe the views of a small number of elite individuals… [it] directs at a respondent who has particular experience or knowledge about the subject being discussed’; this will be a key objective in my data collection. My questions will therefore be open and in all circumstances, unbiased. This process is defined as the reflexability process that involves conscious self-reflection on how my ‘social background, assumptions, positioning and behaviour impact the research process and on how study participants react to the researcher and setting (Finlay and Gouch, 2003, p.IX). As I will be interviewing primary school teachers, reflexability will be vital as bias questions may led to restricted answers as teachers will not want to consciously speak ill of their school.

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