Beginning teachers teaching special needs students in mainstream primary classrooms: Unfolding perceptions, understandings and experiences

Abstract

Inclusive education and inclusion of students with special needs (SN) in mainstream classrooms have been integral to education in New Zealand schools since the 1960s. The New Zealand Curriculum promotes inclusiveness and puts students at the heart of teaching and learning: “students’ identities, languages, abilities and talents are recognised and affirmed and their learning needs are addressed” (Ministry of Education, 2007, p. 9). Research has shown that inclusion in mainstream settings has benefits for students with SN. The dynamics of an inclusive environment (including schools and classrooms) have been studied both in New Zealand and overseas. This study explores the experiences of novice/beginning teachers (BTs) in catering for SN students in mainstream primary learning environments in New Zealand, in order to investigate and offer more insight into viable possibilities of effective inclusive practice for BTs with SN children. A qualitative interpretive paradigm was used to investigate six primary school BTs’ perspectives on teaching students with SN and on inclusive education. Five key themes emerged from data analysis, which included building relationships, unrealistic expectations, political and systematic issues, environmental influences and ideal conditions. This study confirmed that the BTs had a positive attitude towards inclusion and showed willingness to support SN students in mainstream primary classrooms. The study found that the way in which support systems are accessible for novice teachers teaching students with SN had the potential to promote or restrict the development of inclusive teaching pedagogy. The lack of adequate support in the classroom, along with issues of competency, skills, time and funding, proved to be stumbling blocks in the path of inclusive teaching practice for most BTs. Communication with families of SN students, although identified as a crucial supporting factor by the beginning teachers, posed practical challenges in actual practice. For beginning teachers, social interactions with colleagues, students and parents were key to building knowledge about special education and understanding their students with SN. This study advocates for BTs getting strong support systems in the form of specific assistance, professional development and adequate resources to translate the aspirations of inclusive education into practical reality. Therefore, this research points out that it is time to seriously address the factors that cause a disconnection between policy, aspirations and actual teaching practice, and empower BTs to include SN children in their classrooms with confidence.