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Perceptions of primary school staff and parents regarding the inclusion of
children with special educational needs in the mainstream class
Introduction
The prevailing policy of the Department of Education and Skills (DES) in Ireland is to ensure
the greatest level of inclusion of children with special needs in mainstream classrooms and,
as a result, inclusive classrooms are now widespread in primary schools across the country.
There has been a paradigm shift across the world in recent decades, not least in Ireland, with
regard to inclusion. In the Irish setting, the Special Education Review Committee Report in
1993 initially advocated integration of children with special needs in as far as possible, ‘with
as little segregation as is necessary’ (1993, p.22). Currently, the DES and associated bodies,
such as the National Council for Special Education (NCSE) and the Special Education
Support Service (SESS) provide support in the quest for inclusion and integration.
The special needs assistant plays a vital role in the development of children with special
needs both in the mainstream and special educational schools. Special needs assistants help
children with special needs academically and with their general physical and personal needs
at school. Special needs assistants can enrich a child’s development with regard to the social,
emotional and physical needs of the child. Interacting with typically developing children in
the mainstream class can help develop a child with special needs both socially and
emotionally. Special needs assistants have been in demand in recent years with even more
special educational needs being recognised in children, for example, autism and attention
deficit hyperactivity disorder (ADHD). The introduction of the Autism Spectrum Disorder
units in schools in Ireland has increased the demand for special needs assistants.
This literature review will compare and contrast the theories and arguments advanced by
several expert authors regarding the inclusion of children with special needs in the
mainstream class. Studies from across the world including Australia, the United Kingdom,
Scandinavia, the United Arab Emirates and Ireland will be examined. The areas to be
included are the role of the special needs assistant, the professional relationship between the
class teacher and special needs assistant, the attitudes and beliefs of teachers and parents of
children with special needs, the benefits of the inclusive setting for children with special
needs, the voice of the child with special needs and the attitudes of parents regarding
inclusion.

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Role of the Special Needs Assistant
The role of the special needs assistant includes both a caring ‘and an educational aspect’
(Logan, 2006, p. 98). The role, according to Logan (2006), includes supporting students,
explaining directions, modifying and explaining lessons and helping students with classroom
tasks. Special needs assistants can be referred to as teaching assistants (TAs) or Learning
Support Assistants (LSAs) in different parts of the world. In Ireland, they are referred to as
special needs assistants. For the purposes of this literature review, special needs
assistants/teaching assistants will be referred to as special needs assistants (SNAs).
In her study of the role of the SNA which was based on her work with an autistic boy,
Maliphant (2008) maintains that the role of the SNA includes taking responsibility for ‘his
general care, including helping him with toileting, at mealtimes and during playtimes’ (p.
163). Within her study, Maliphant (2008) explains that the role of the SNA can also include
changing the appearance of the classroom so it is less overwhelming for the child. The role
also includes adapting the curriculum, together with the class teacher, to match the needs of
the child (Maliphant, 2008).
Professional Relationship between Teachers and SNAs
International research demonstrates that in order for a child with special needs to benefit from
an SNA, clear communication and respect is needed between the class teacher and SNA. In
their study based in England, Devecchi and Rouse (2010) state that relationships between
SNAs and classroom teachers are encouraging and strong. A strong, professional relationship
and an atmosphere of cooperation and collaboration between both parties are required. A
study carried out by Logan (2006) exploring the role of the SNA in Ireland found that
teachers and SNAs believed clear communication and a healthy functioning connection was
vital. According to Devecchi and Rouse (2010), teachers thought their SNAs were helpful
when supplying information about the child. However, in a study conducted by Mackenzie
(2011) that included thirteen SNAs in schools located in London, she contends that
interactions and teamwork between the class teacher and SNA are lacking. Mackenzie (2011)
posits that relationships between SNAs and class teachers ‘were full of tensions,
misunderstandings and even antagonism’ (p.70). A lack of support, communication and
respect between the class teacher and SNA may have a negative impact on the development
of a child with special needs. The SNA may not fulfil his/her role fully and therefore a child
with special needs may not reach his/her potential in the mainstream classroom.

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The attitude and beliefs of the class teacher can influence the atmosphere and the overall
development of the child with special needs in the mainstream classroom. Glazzard (2011)
explored the views of teachers and SNAs on inclusion in a primary school located in
England. In inclusive settings, Glazzard (2011) informs us that some teachers are not willing
to modify their methods and use specific techniques to provide for individual children’s
needs. This attitude towards the inclusion of children with special needs can negatively affect
the development of a child with special needs. Jordan et al., (2009, p. 535) concede that there
‘is a popular opinion among regular classroom and subject teachers that inclusion of students
with special needs in their classes is a policy doomed to fail’. Glazzard (2011) concurs that
‘learners with special educational needs are still constructed as failures because they are
unable to reach the standards that have been uncritically accepted as the norm for all learners’
(p. 61). This attitude adopted by teachers can result in the child with special needs not
accomplishing his/her goals and/or full potential. A positive, open-minded and enthusiastic
attitude is needed by both the teacher and SNA when working with children with special
needs in the mainstream classroom. Glazzard (2011) stresses that in order to adapt to and
accept an inclusive setting, it is crucial that teachers consider their own teaching strategies
and make changes if needed. The class teacher and SNA may need to alter and adapt their
lesson plans and practices for the benefit of the child with special needs. Glazzard (2011)
emphasises that the adaptability of the class teacher and SNA is key for developing inclusive
settings.
The teacher and SNA must be positive and amenable to ensuring that meaningful inclusion
takes place. Takala et al., (2012) state that the inclusive setting can lead to a strengthening of
professional relationships, commitment and responsibility sharing between members of staff.
This can be achieved if all staff are focused and committed to the success of the inclusive
setting. Nonetheless, Maliphant (2008) states that SNAs have the responsibility to promote
inclusion of the child with special needs. Prunty et al., (2012) examined the voices of 140
students with special educational needs in their study. Participants included students, parents,
teachers, principals and SNAs from twenty eight schools across Ireland. Prunty et al., (2012)
stress the need for teachers and SNAs to work and plan together outside school hours in order
to ensure the development of inclusive classrooms. In her study on the role of the SNA,
Logan (2006) reports that overall, the majority of teachers do not include SNAs in lesson
planning. Constructive planning between the SNA and class teacher is needed to allow for
meaningful inclusion. Class teachers and SNAs should formulate appropriate plans for

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children with special needs in their classroom. All children, both typically developing and
children with special educational needs, should be considered and included in a collaborative
lesson planning process carried out by the teacher and SNA.
Symes and Humphrey (2011) reported from their study that the SNA and teacher relationship
develops over a period of time. This suggests that some teachers and SNAs must build on
their trust and communication with one another. Individual education plans (IEPs) are used
by class teachers for children with special educational needs. Rose et al., (2012) highlighted
that, compared to other countries, Ireland is quite new to using IEPs in the mainstream class.
Rose et al., (2012) state that IEPs can be significant tools to guaranteeing that the needs of a
child with special needs are met, but they acknowledge an ‘inconsistency with regard to the
approaches taken to develop and manage the IEP process’ (p. 115). Rose et al., (2012)
maintain that IEPs are mostly instigated by those teachers that are self-assured about the
procedure and can construct methods that match their particular circumstances in the
classroom. Broomhead (2013) believes that it is useful if teachers reflect on their teaching
methods in the inclusive setting. Symes and Humphrey (2011, p. 62) state that the training of
‘teaching assistants and teachers to understand each others’ responsibilities could help ensure
that both receive the support they need in the classroom’. Effective training on the roles and
responsibilities of the teacher and SNA can contribute to the overall success of the inclusive
classroom.
Benefits of Inclusive Settings for the Child
Typically developing students can have a positive influence on their peers with special
educational needs in the classroom. Inclusive learning environments foster respect and
tolerance for others and teach children that everyone is unique. Takala et al., (2012)
examined the opinions of student teachers in the field of special education in Finland,
Norway and Sweden regarding inclusion. They maintain that children learn ‘that everyone in
school is somehow different, unique and special’ and ‘inclusion can help children to respect
and accept different people’ (Takala et al., 2012, p. 314). In fact, they contend that there is a
‘universal right’ for ‘everyone to receive an education with his/her peers’ (Takala et al.,
2012, p. 307).
In addition, Takala et al., (2012) suggest that including a child with special educational needs
in the mainstream classroom can have a positive effect on his/her academic achievement.
Rujis and Peetsma, (2009, p. 69) posit that ‘children with special educational needs might

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achieve better results, because they can learn from more able students’. McAllister and Hadjri
(2013) state that children with special educational needs in an inclusive setting can interact
regularly with other typically developing children in the class. This interaction can have
positive effects with regard to motivating and encouraging children with special needs.
Peters-Scheffer et al., (2011) carried out a study to examine the effectiveness of Early
Intensive Behavioural Intervention (EIBI) on autistic children. Their study concluded that
‘EIBI has a moderate to large effect in young children with autism on full scale and non-
verbal IQ and adaptive behavior’ (Peters-Scheffer et al., 2011, p. 68). This type of
intervention may benefit the child in an inclusive classroom as they do not feel excluded from
the mainstream class during the EIBI process. This can be achieved if the class teacher and
SNA have a knowledge and understanding of the EIBI process and the autism spectrum
disorder. In their study of interventions for autistic children in the inclusive setting, Koegel et
al., (2012, p. 408) recommends ‘that further research, towards further supporting teachers and
their students…in inclusive classrooms, remains warranted’. Moreover, the National Council
for Special Education reported the need for ‘further research…to maximize the capacity of
mainstream schools to include children with special educational needs in an effective and
beneficial manner’ (National Council for Special Education, 2011, p. 14). This highlights the
importance of research needed in order to improve the quality of education for children with
special educational needs in an inclusive setting.
However, there can be some limitations or negative aspects of inclusion. Takala et al. (2012)
highlighted that, because of their special need, children with special needs may feel isolated
and less competent than their peers. This means that isolation and bullying by the rest of the
class can occur if inclusion is not embraced positively in the classroom. As well as this,
Takala et al., (2012) concede that the classroom teacher may lack the time to attend to
children with special needs thus resulting in these children feeling ignored. Broomhead
maintains that ‘exclusion is not beneficial for pupils with challenging behaviour’ (2013, p. 8).
Broomhead (2013) highlights the fact that addressing the needs of the child and any
difficulties that they face are of upmost importance. Broomhead (2013) suggests that
mainstream primary school staff must make certain that they focus on the needs of their
students with special needs and avoid exclusion of these particular children.
Inclusion is not appropriate in every instance as each case is different and must be treated as
such. Glazzard (2013) contends that an inappropriate placement of a child with special needs

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may causes difficulties for him/her and the school itself. Glazzard (2013) persists that the
school may be at a disadvantage as an unsuitable placement may have harmful results on the
performance of the school. Hansen (2012, p. 94) articulates it as such: ‘inclusive schools also
need to exclude some children in order to secure their own existence, even though they try to
eradicate exclusion’. This means that inclusive schools will have to refuse some children with
special educational needs for the sake of the learning outcomes of the child with special
needs as well as the typically developing children status of the school. In congruence with
this, the Education for Persons with Special Educational Needs Act of 2004 in Ireland
strongly encourages inclusion of children with special needs, unless it violates the ‘best
interests’ of the children, or impinges upon the education of the typically developing children
(2004, p.7). Glazzard (2013) affirms that the inclusive setting can modify to some degree,
however restrictions regarding inclusion exist.
Attitudes of Teachers and SNAs towards Inclusion in the Mainstream Class
Depending on the setting, there may be a certain negative attitude towards and judgement of
children with special educational needs from parents and teachers. In their study based in
Scandinavia, Takala et al., (2012) found that inclusion is reinforced by teachers in special
educational schools with some exceptions in Finland, Norway and Sweden. This may suggest
that teachers in special educational schools in these countries may have uncertainties and
reservations about the children that they teach. The results of a study carried out by
Broomhead (2013, p. 6), which explored the views of teachers and parents of students with
special educational needs and behavioural problems, indicated that ‘mainstream staff found
children with BESD (behaviour, emotional and social difficulties) difficult to manage, and
therefore excluded them rather than addressing the needs of these pupils’. This may suggest
that teachers and/or SNAs ignored the needs of the child when it was too difficult to contend
with these needs. Broomhead acknowledges ‘the difficulties involved in supporting children
with challenging behaviour by those employed in mainstream schools’ (2013, p. 8). O’
Connor et al., (2011) claim that time constraints and a lack of training are factors that can
contribute to the exclusion of a child with special educational needs, for example, children
with behavioural, emotional and social difficulties. Furthermore, in a separate study carried
out by Broomhead (2013) that explored the blame, guilt and shame felt by parents of children
with special needs, Broomhead states that the type of special need that the child has
influences if teachers are of the opinion that parents hold responsibility for the difficulties of

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the child. Cynical views such as these can have a negative impact on the inclusion of children
with special needs as a negative attitude from primary school staff may lead to exclusion.
Some primary school staff may feel uninformed and are lacking adequate training regarding
the inclusive setting. Takala et al., (2012) state that teachers are not instructed on how to
successfully manage inclusion. Teachers who have not received enough training and
information about the management of an inclusive classroom may feel disillusioned and
confused by this responsibility. In their study carried out in Malaysia, Razali et al., (2013)
found that teachers were not confident in teaching children with autism due to a lack of
knowledge about autism and a lack of understanding regarding inclusive education. This
suggests that more information about the particular special need is needed by the teacher and
SNA for the benefit of the child.
Syrnyk (2012) examined the nurture approach used by primary school teachers teaching
children with social, emotional and behavioural difficulties. Syrnyk (2012, p. 154)
established that inclusion is possible if teachers and SNAs are ‘open-minded and determined’
and are ‘committed to the core beliefs of the nurture approach’. Peter (2013) examined the
benefits of a special school placement for student teachers and concluded that such
placements have ‘a profound impact on trainees’ (p. 131). According to Peter (2013, p. 131) a
‘special school placement’ may reveal a desire which can reinforce a student teacher’s
dedication ‘to the profession’. This highlights the importance of compulsory placements in
special school settings for all student teachers. Student teachers may gain a better
understanding from this placement of the difficulties parents and children can experience
when living with a special need. Subsequently, attitudes and beliefs of teachers towards the
inclusion of children with special educational needs in the mainstream classroom may be
more positive and optimistic. Teachers may be better able to plan for the child and
collaborate more effectively with the SNA for the benefit of the child. Koegel et al., (2012)
claims that schools and families need to work as a team. The collaboration and teamwork
between the parent, teacher and SNA may benefit the child with special needs. Effective and
continuous communication is needed by all parties.
Parents’ Attitudes towards Inclusion of Children with Special Needs in the Mainstream
Class
In her study of the views of parents towards the inclusion of children with special educational
needs, Runswick-Cole (2008) found in her study that parents have multifaceted and

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contradictory opinions regarding inclusion. She found that parents ‘united in feeling that the
issue of inclusion was one where the stakes were high and the possible gains or losses great’
(Runswick-Cole, 2008, p. 176). According to Runswick-Cole (2008) parents may be forced
to remove their child from the mainstream school due to the exclusion of their child with
special needs in the mainstream classroom. However, Runswick-Cole (2008) explains that
some parents in her study feel that special educational schools give their children the best
opportunity to live an ordinary life. Parents’ views on ‘inclusion differ from the dominant
stories in the news media’ due to a ‘focus on barriers to inclusion within individual schools
and systems, rather than their children’s ‘difficulties’’ (Runswick-Cole, 2008, p. 179).
Runswick-Cole concludes that the development of the inclusive setting ‘continues to be
fragile’ (2008, p. 179). Forbes (2007) examined the views of Australian parents on inclusion.
She asserts that parents can see the progression of their children and ‘are also able to see
them successfully access the wider community after they leave school’ (Forbes, 2007, p. 70).
In contrast to those parents included in Runswick-Cole’s study (2008), Forbes’ study
suggests that parents believe that a child with special needs will benefit later in life from the
mainstream inclusive setting. Forbes (2007) highlights the fact that parents should be
informed about the choices they have regarding the types of education and school settings
available for their child with special needs.
Views of the Child Regarding Involvement of SNAs in Classroom Activities
The views of the child should be valued and considered when making decisions for the class
and individual pupils. According to Prunty et al., (2012), the opinions of children are not
always considered or included when making educational decisions. Prunty et al., (2012)
contend that a child with special educational needs has a voice that needs to be listened to and
respected and that regulations in Ireland and Great Britain imitate the determination to
support the voice of the child. In the same study carried out by Prunty et al., (2012), that
explored the views and opinions of pupils with special educational needs, it was found that
overall pupils appreciated the help from teachers and SNAs and their interactions with them.
Cefai and Cooper (2010) affirm this stating that children value the importance of a positive
relationship between the teacher and student. Prunty et al., (2012, p. 32) claim that pupils
appreciate the help of SNAs ‘in special schools, special classes in mainstream and while
integrated in mainstream classes’. However, some students have a preference to be
independent ‘from teachers and SNAs/TAs’ (Prunty et al., 2012, p. 32).

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Resulting from his study on classroom interactions based in the United Arab Emirates,
Dukmak (2010) summarises that teachers instigated more exchanges with male students with
special needs than female students with special needs. Dukmak carried out his study on
eighteen male and female students in two mainstream and special educational classrooms. In
his study, Dukmak (2010, p. 44) affirms that all the pupils initially stated that they enjoy
interacting ‘in the classroom’. Dukmak (2010) highlighted that boys interact more than girls
but also stated that within the United Arab Emirates, pupils are eager to interact with the class
teacher. He claims that interactions between the teacher and student are manipulated by the
level of attainment and the specials needs of the student (Dukmak, 2010). Teaching and
support staff should be cognisant of giving all students, both male and female, an equal
amount of time and attention.
Conclusion
A child with special needs can benefit from the help of an SNA and an inclusive classroom.
The role of the SNA includes being responsible for the personal care and educational needs
of the child. This may involve ensuring that the physical needs of a child are met. The SNA,
in conjunction with the class teacher, may need to modify the curriculum to meet the
academic needs of a child with special needs. Unfortunately, this may result in the isolation
of children with special needs by typically developing children in the class. In Ireland,
overall, a strong and respectful professional relationship between the SNA and class teacher
exists with collaboration and communication at the centre. However, in some parts of the
world, communication is lacking between the SNA and teacher, and tension and
condescending behaviour may exist. As a result, this can have a negative impact on the
inclusion of children with special needs. The attitudes and beliefs of the teacher and SNA can
affect the development of a child with special needs. Positive attitudes and interactions with
children with special needs can promote positive results. By comparison, negative attitudes,
lack of training and experience and sometimes ignorance of school staff can result in isolation
of a child with special needs.
Benefits of the inclusive classroom for children with special needs can include development
of social skills from interacting with typically developing children in the class and enhanced
academic achievement. Nevertheless, bullying, loneliness and isolation may occur as the
child may be seen as ‘different’. Generally, children with special needs value and appreciate
the work of their SNA. Some students may favour more independence and responsibility.

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There are mixed feelings amongst parents regarding inclusion. Some parents may doubt the
value of placing their child in an inclusive setting due to the possibility of their child being
excluded; however other parents believe that the inclusive setting will garner life-long
benefits for their children. In conclusion, views of primary school staff and parents in Ireland
regarding inclusion vary somewhat with those of their international counterparts, in that Irish
parents and school staff are more open to and optimistic about inclusion.
Rationale for Research Question
Having considered the literature and the broad range of cultural, social and organisational
factors that impact upon on the education of children with special needs, their teachers and
facilitators, it is apparent that there is a need to examine how the profession, that is, school
management, teachers and SNAs, approaches the education of children with special needs.
The consideration of these issues that has taken place heretofore has been conducted in
education systems and within cultures which differ distinctly from Ireland. While it appears
that there are many advantages to meaningful inclusion of children with special needs in
mainstream classrooms, there are also some negative aspects, such as exclusion, bullying and
isolation of children with special needs in the mainstream class. As a result, the following
research question has been proposed:
‘How can primary school principals, teachers and special needs assistants improve on the
inclusion of children with special needs in the mainstream classroom setting?’

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