Data Gathering Tools

The web questionnaire consisted of 14 questions, including questions related to gender, date of birth and area of need or disability. There were also questions seeking to probe the nature of the exclusion experienced, where this happened and how it was experienced (see Appendix D1). As this was the first phase of the research project, the themes for the questionnaire were derived from the literature review, although there were also open-ended questions where respondents were able to give their own interpretation. The questionnaire was piloted with a parent of a disabled child to determine its suitability for parents and to test the effectiveness of the questionnaire procedures (this parent did not form part of the final research population). Small changes were made to the wording based on the feedback from this parent.

The interview consisted of three main themes. The first was exploring participants’ understandings and opinions of inclusive education, what it meant to them and the importance (or otherwise) they placed on it. The second theme explored in depth, the major barrier to their child’s inclusion that they had identified in the web questionnaire. The final theme was an open question asking participants to make comment or discuss issues or difficulties their child had experienced at school.

4.3

Phase Two

Phase two of the study involved surveying school principals in three geographical regions in New Zealand first by way of a questionnaire, then with follow-up interviews.

4.3.1 Research Population and Sample

In total, 143 questionnaires were posted to school principals in three geographical areas of New Zealand. These areas were chosen due to their accessible proximity to the researcher. Knowing that the interview population and later (in phase three) a single school would be derived from this sample, increased the requirement that proximity was an important consideration. The number of questionnaires returned completed was 47. This was a relatively low response rate, and in relation to secondary schools, only three secondary school principals returned a completed questionnaire. Possible reasons for the low response rate include school principals being too busy to complete the

questionnaire or with little interest in issues related to inclusive education. Table 4.2 provides background information regarding the sample.

Table 4.2

Principal questionnaire: Background information of research participants

Male 21 Female 23 Gender Not stated 3 20–30 1 31–40 5 41–50 17 51–60 20 60+ 3 Age Not stated 1 4–10 7 11–20 10

Number of years teaching

20+ 30 Primary 34 Intermediate 1 Secondary 3 Full primary 6 Primary/Intermediate/Secondary 2 Teaching Sector Not stated 1

At the end of the questionnaire, respondents were asked to indicate their willingness to participate in a follow up interview. Of the 47 respondents who returned the questionnaire, 18 indicated that they would be prepared to be interviewed. Sixteen of these respondents were principals of a primary school and one was an area school principal15

.

As with the phase one interview sample, a random stratified sampling procedure was used to identify the school principal interview participants. Two differing samples were required based on principals’ attitudes towards inclusive education. One sample needed to include principals who believed in the principles of inclusive education. The other sample needed to include principals who did not believe in the principles of inclusive education. Important factors associated with exclusion would be more obvious and juxtaposed where two groups differed in their basic premise around inclusive education.

In order to obtain these two samples, the population of 18 respondents who had indicated a willingness to be interviewed was stratified into two main groups, those who agreed or strongly agreed with the statement in question 27 of the principal questionnaire that Regular schools should meet the needs of all who are disabled (8 participants) and those that did not agree or strongly agree with this statement (10 participants, 4 of which disagreed or strongly disagreed and 6 who were unsure). The group of 8 was listed alphabetically based on their surname, and the first five chosen. This group was called the x group – those who agreed that regular schools should meet the needs of disabled students. To determine the composition of the second group, all four who disagreed or strongly disagreed with question 27 were automatically chosen, and a fifth person was chosen from those who were unsure of their response to this question. This was done alphabetically based on their surname. This group was called the y group – those who did not agree, or in the case of one person, who were unsure if regular schools should meet the needs of disabled students. A sample size of 10 interviewees was decided as being manageable as well as sufficient to follow up in more depth, the barriers or exclusionary forces identified in phase one of this study.

All 10 selected interview participants were sent information sheets (see Appendix B4) and, if in agreement to proceed with the interview, consent forms to sign (see Appendix E1) and a copy of the interview themes/schedule (see Appendix D2). All interview participants were given the option of a ‘face to face’ interview or a telephone interview. All interviews were face-to-face, nine taking place at the school and one at the home of the principal. Table 4.4 shows the demographic data of the school principal interview participants.

Table 4.3

Principal interviews: Demographic data of research participants

Participants Gender Age School Sector Special Education Facilities

One Male 41–50 Primary

Two Female 41–50 Primary

Three Male 51–60 Primary

Four Male 60+ Primary

Five Male 51–60 Primary

Six Male 41–60 Primary Special needs unit

Seven Male 51–60 Primary

Eight Female 41–50 Primary

Nine Female Not stated Primary Special needs unit

Ten Female 41–50 Pri/Int/Sec Special needs unit

The interviews were audio taped with the permission of participants.

4.3.2 Data Gathering Tools

The school principal questionnaire consisted of 76 questions (see Appendix C2). These were derived from both the literature review and the themes that had emerged from the parent questionnaire and interviews. These included:

• 68 likert scale questions exploring issues associated with teacher knowledge, attitudes and practices;

• six questions designed to elicit demographic information;

• one question asking respondents to rate significant barriers to inclusion; and

• one open question seeking any further comments.

The questionnaire was piloted with a teacher who gave feedback on its suitability for use with school principals and to test the effectiveness of the questionnaire procedures (this teacher did not form part of the final research population).

The interview was organised around four main themes (see Appendix D2). The questions in each area were derived from the literature review, the parent questionnaire and interviews, as well as the data gathered from the principal questionnaires. These themes were: participants’ attitudes and values associated with inclusive education; participants’ perceptions of barriers to school inclusion; participants’ perceptions of

enablers to inclusive education; and participants’ perceptions of specific contextual issues identified by parents as acting to exclude their children from or within school.