SUPPORTING ALL CHILDREN TO REACH THEIR POTENTIAL: PRACTITIONER PERSPECTIVES ON CREATING AN INCLUSIVE SCHOOL ENVIRONMENT.

Kendall, L. | Education 3-13, vol. 47, no. 6, 2019, pp. 678-691

The author of this study interviewed a range of educational workers at an elementary school in the United Kingdom to identify what practitioners consider to be essential elements of promoting full inclusion for students with special education needs. A key finding is the importance of collaborative practice. This requires a range of educational workers (teachers, teacher assistants, school cooks, specialist support teachers, etc.).

In addition, the practitioners identified lack of funding as a key barrier to full inclusion. Specifically, lack of funding meant that there were not enough educational workers to provide collaborative and comprehensive supports for students with special education needs.