Are students with special needs in mainstream classes adequately supported? Perceptions from teachers in Victoria

Abstract

Abstract 60 teachers of a group of local primary and secondary schools in Victoria were surveyed and asked to describe the students in their classes who were of concern to them. Many of the students identified had significant educational difficulties, but few of them were receiving special education funding. These students have typically been classified as ‘borderline’ students and have fallen outside the safety nets for support. Many of the students had learning difficulties and behaviour problems and were regarded by teachers as needing significant support which they could not provide personally without extra assistance. The results substantiate the claims of teachers that many students are in need of more support than is currently available for them, and highlights the need for further research, teacher training and more effective advocacy for the needs of all students.