Teacher’s Views on and Experiences of Inclusion, MGLD, UDL, P.E. and the Games Strand in Irish Primary Schools

Abstract

The area of inclusive education has undergone a number of significant changes since the mid-nineties. Universal Design for Learning (UDL) has gained traction as a framework through which inclusive educational practices can be framed. The education of children with Mild General Learning Disabilities (MGLD) has progressed with methods of inclusion and support being promoted to support their education in Irish primary schools. The research explores the views and experiences of Irish primary school teachers with regards to inclusion, MGLD, UDL and is qualitative in its approach. The data was collected from research conducted using semi-structured video interviews with five active Irish primary school teachers. The views and experiences of the participants were used to inform discussion of the findings. The findings from the research show that inclusive educational practices are being used by Irish primary school teachers. These practices involve adjustments to teaching styles, resources, equipment and the levels of support being provided to children. The findings from the research underline the need for continued development of the inclusive education of children with MGLD through a range of supports. These include the introduction of more UDL based approaches to pre-service teaching, increased levels of continuous professional development, additional adult support, inclusion policies and adaptive and specialised equipment and resources.