A study of perceptions that significant others hold of the inclusion of children with difficulties in mainstream classes

• Published in: Educational studies 2004-09, Vol.30 (3), p.331-343
• Main Author: Kniveton, Bromley H.
• Format: Article
• Language: English
• Subjects: Academically Gifted; Behavior Problems; Child; Children; Children & youth; Difficulties; Disabilities; Education; Emotional disorders; Gifted; Inclusion; Inclusive Schools; Learning disabilities; Mainstream; Mainstreaming; Parent Attitudes; Perception of others; Regular and Special Education Relationship; Resource Allocation; School; Schools; Social integration; Teacher Attitudes; Teachers
• ISSN: 0305-5698; 1465-3400
• DOI: 10.1080/0305569042000224260

The perceptions of mainstream teachers and parents of other children, and 'significant others', are crucial to the extent to which children with difficulties are accepted in mainstream classes. This study examined the views of 507 'significant others' towards the inclusion of children experiencing a variety of difficulties. They were asked to rank how they felt about children with certain types of 'difficulty', and given the opportunity to explain their decisions in a subsequent interview. Five main issues were examined, namely the most suitable age for inclusion, the problems faced by parents, the type of difficulty most suitable for inclusion into mainstream classes, the allocation of resources and how resources should be allocated to children with different types of giftedness. Views towards these issues varied depending on the type of difficulty the child experienced. The findings of this study indicate that some children are more likely than others to be readily accepted by 'significant others' for inclusion into mainstream schooling. It is stressed that the perceptions of these 'significant others' impact upon how successful any attempt to include children in mainstream classes will be.