This research took place at one Irish Higher Education Institute and explored
the perceptions of staff in a variety of roles with regard to inclusive education. The
purpose of this research is to explore attitudes toward inclusive education, as well as
how inclusion manifests in teaching and learning practice within the Institute. The
selected institute recorded the highest rate of participation of students with disabilities
at 10.2% (AHEAD, 2018) and thus is a compelling site for this study.
Semi-structured interviews were conducted with 15 staff members. The staff
represented management, lecturers and support services. Staff were asked about their
understanding of inclusive education, how it is represented within the institute, and to
discuss how they perceive supports for and barriers to fostering inclusion within the
Institute. The results of these interviews were analysed in the context of the most
recently published institutional strategic plan. The conceptual framework for the study
is Rouse’s (2006) knowing, believing and doing related to inclusion and inclusive
practice. Specifically, the framework provides that inclusion depends on educators
‘knowing’ about theory, policy and legislation; ‘doing’ being the application of that
knowledge; and ‘believing’ in the role in the inclusive practice to support learners in
their education.
The study finds that staff have an inconsistent understanding of inclusive
education which leads to challenges in teaching and learning applications. Whilst there
is an appetite for professional development in this area there are concerns as to the
efficacy of offered supports and the scale by which such support will be utilized by
staff. Analysis of the strategic plan, together with interview data, reveals a perceived
mismatch in the pursuit of higher education elitism versus true inclusion. The strategic
plan’s advocacy for policy and action to promote inclusion is perceived to be
inconsistent with the perceptions of staff as to how policy is formed and implemented
within the institute.
Metadata
Item Type:
Thesis (Doctor of Education)
Date of Award:
8 March 2023
Refereed:
No
Supervisor(s):
King, Fiona, Mathews, Elizabeth and Gormley, Laura