A scoping review of perceived support needs of teachers for implementing inclusive education

Wing Sze Emily CHOW, Kate DE BRUIN, Umesh SHARMA

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers’ perceived support needs for implementing inclusive education in classrooms that were published between 2007 and 2020. A systematic procedure was used to identify articles which resulted in the selection of 25 studies for the review. Results revealed that teachers often advocate for appropriate teacher professional learning, improved availability of teaching assistants and sufficiency in resourcing. Teachers also noted the importance of being able to appropriately modify and adapt the curriculum, as well as to collaborate with other teachers, and being given adequate time to plan and to teach in smaller classes. Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
JournalInternational Journal of Inclusive Education
Early online dateAug 2023
DOIs
Publication statusE-pub ahead of print - Aug 2023

Citation

Chow, W. S. E., de Bruin, K., & Sharma, U. (2023). A scoping review of perceived support needs of teachers for implementing inclusive education. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2023.2244956

Keywords

  • Inclusive education
  • Perceived support needs
  • In-service teachers
  • Students with disabilities

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