THE STuDY AIMS to provide an insider perspective of
inclusion in Singapore primary schools. Two hundred
educators were interviewed about their perceptions and
experiences of inclusion. Findings shed light on the
definition and implementation of inclusion, teachers’
personal experience, perceived barriers to and facilitators
of to inclusion, and its advantages and disadvantages.
Inclusion as currently practised in Singapore is an
integration pull-out model. Teachers shared slightly
more negative than positive experiences and provided
valuable insights into the challenges and rewards of
inclusion. Teacher attitude, a critical factor for successful
inclusion, is related to perceived school support. More than
training, teachers need to experience success. There are
implications for school leadership, training, class allocation
for special needs, and assessment.
THE STuDY AIMS to provide an insider perspective ofinclusion in Singapore primary schools. Two hundrededucators were interviewed about their perceptions andexperiences of inclusion. Findings shed light on thedefinition and implementation of inclusion, teachers’personal experience, perceived barriers to and facilitatorsof to inclusion, and its advantages and disadvantages.Inclusion as currently practised in Singapore is anintegration pull-out model. Teachers shared slightlymore negative than positive experiences and providedvaluable insights into the challenges and rewards ofinclusion. Teacher attitude, a critical factor for successfulinclusion, is related to perceived school support. More thantraining, teachers need to experience success. There areimplications for school leadership, training, class allocationfor special needs, and assessment.
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