Understanding Inclusion from the Educators’ Viewpoint

Abstract

Inclusion has been the preferred method of educating students with disabilities for several decades. However, the understanding of the concept of inclusion seems vast and diverse. The purpose of this study was to examine the perceptions of general and special educators from two geographic locations-United States and St. Lucia- on their understanding of inclusion. Findings indicate that the majority of educators' understanding of inclusion was based on the placement definition where instruction for students with disabilities occurs in the general education classroom. The main difference found was that most general educators used the placement definition of inclusion while special educators used the individual instruction and general instruction definitions as discussed by Göransson and Nilholm (2014).  There was no major difference in responses between general and special educators based on context and state policy.  Recommendations and implications for future practice are discussed.

Keywords: disabilities, education policy, global perspectives, inclusion, inclusive education, inclusive practice

DOI: 10.7176/JEP/12-3-04

Publication date: January 31^st 2021