Successful Inclusion: What Do Teachers Say They Need?

Jane E. Prochnow, Alison C. Kearney, Janis Carroll-Lind

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)


This study examined the support needs of teachers for the inclusion of learners with special needs. In the first part of the study 84 participating teachers identified 499 of 2285 students in 6 primary, 3 full primary and 2 intermediate schools, as needing some level of support (LOS) for successful inclusion in their classrooms. Teachers indicated the type of disability and LOS they (a) required and (b) were receiving in order to include each of the identified students. In the second part of the study teachers were asked four questions regarding support structures in schools. Approximately half the teachers reported they were not receiving the support needed. Learning disability and behaviour/emotional difficulty were the largest categories of disabilities identified. Teachers most frequently recommended teacher aides, special programmes, small class numbers and support from resource teachers as sources of support. Recommendations for effective support are considered.

Original languageEnglish
Pages (from-to)157-177
Number of pages21
JournalNew Zealand Journal of Educational Studies
Issue number2
Publication statusPublished - 2000
Externally publishedYes


  • Inclusion
  • Special needs
  • Teacher support

ASJC Scopus subject areas

  • Education


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