Is it important to involve teachers in the planning of inclusive programmes for schools?

At least since the 'Report of the Committee of Enquiry into the Education of Handicapped Children and Young People' (Warnock, 1978), there have been significant efforts to include all children, irrespective of ability, into mainstream classes in the UK. The purpose of this article is to consider the perception and beliefs of teachers, vis-à-vis policies of inclusion that have been prolific across education authorities in various parts of the world. The success or otherwise of plans that involve major change can be dependant upon the workers who are most involved in the implementation of the particular change process. In the case of inclusion, it could be hypothesised that if the key members of the change implementation process (i.e. the teachers) are unhappy with or not supportive of the fundamental principles of the process then it surely follows that there may be some difficulties with the execution and operation of the policy. It is important at this stage of the paper to consider from the literature what is purported to be the general view of teaching staff in respect of the principles of including children with differing needs into mainstream classes.