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Concerns of Teachers About the Integration of Children with Physical versus Multiple Disabilities

Published online by Cambridge University Press:  26 February 2016

Jeff Sigafoos  and
John Elkins
Jeff Sigafoos*
Affiliation:
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland
John Elkins
Affiliation:
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland
*
Correspondence concerning this paper should be addressed to Dr Jeff Sigafoos, Fred and Eleanor Schonell Special Education Research Centre, University of Queensland, Brisbane, 4072
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Abstract

The present study compared the attitudes and concerns of regular school teachers towards the integration of children with physical versus multiple disabilities. Teachers were generally positive towards integration for students with physical disabilities and only slightly less favourable towards the integration of students with multiple disabilities. Concerns about integration often depended on the child’s individual needs and degree of disability. Teachers were also concerned that integration might disrupt the classroom and indicated the need for more time and support. Educating children with special needs in the regular classroom was often said to be stressful. While the potential social benefits of integration were recognised, many teachers had observed a lack of positive peer interaction. Specific strategies to facilitate the integration of children with special needs emerged from these data and these are discussed.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 18 , Issue 2 , 1994 , pp. 50 - 56
Copyright
Copyright © The Australian Association of Special Education 1994

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