Typically-developing students’ views and experiences of Inclusive Education (Support for Learning)

Abstract

Background: Inclusive Education (‘Support for Learning’ in the UK) is now a mandatory educational policy across the European Union. And yet, we understand remarkably little about its psychosocial impact on students. Scant research has been conducted in this area, particularly with respect to typically-developing students. Findings from existing studies are difficult to extrapolate from, due to methodological flaws and/or contradictory results. Method: A Systematic Review was carried out of international qualitative research in this area, to summarise and critique findings. An empirical study was also conducted with typically-developing Scottish adolescents, to explore their views of Support for Learning using a robust qualitative methodology. Results: Findings from the Systematic Review showed that existing qualitative studies are mostly of poor to medium methodological quality; that typically-developing students tend not to understand Inclusive Education; and that the majority regard it with fearful wariness. The empirical study mirrored these themes, and provided new insights into how students perceive the benefits and dangers of Inclusive Education, as well as barriers to understanding it. Conclusion: Schools urgently need to inform students about the principles and practices of Inclusive Education, and professionals working with adolescents should be mindful of its perceived psychosocial dangers, in order to challenge prejudicial attitudes.