You are here: HomeEducationInclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia

Current CADR projects

Download a summary of our current projects;

We want to hear from you!

Help us improve the CADR clearing house

Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia

Westwood, P., Graham, L.,

Academic Literature

2003

This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. A questionnaire was administered to teachers. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one-third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students.

Publication information

Journal/Publication : Australian Journal of Learning Difficulties

Location : Australasia

Domain/s: Education

green strip

Research to Action Guides

  • A Guide for disability practitioners, schools, employers and young people looking to make the transition from school to employment in Australia....
  • The Culturally Proficient Service Delivery Research to Action Guide has been developed to assist in the provision of accessible, appropriate and effective disab...