A survey-based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclusive’, and ‘Special Educational Needs and / or Disability (SEND)’ replaced ‘disability’ in a novel ‘Concerns about Inclusive Education Scale’. A purposive sample included the public and private education sectors. An online questionnaire was completed in April 2020 (n = 93) by teachers (66: state mainstream, 18: independent, 5: UK-based international schools, 3: SEND specialists, 1: alternative provision). Statistical analysis of closed questions aimed to identify teachers’ concerns about IE for children with SEND and was complemented by qualitative analysis of data generated through open-ended questions. Varied understandings of what IE means and longstanding concerns were identified. The highest level of concern was evidenced around resources, specifically, funding for specialist and support staff, resources, and appropriate infrastructure. Qualitative data analysis suggested that children with SEND risk being perceived as an onerous adjunct to an already stressful ‘regular’ teaching role. Few respondents mentioned national performance monitoring and accountability regimes in this context and, instead, viewed additional paraprofessional and external support as self-evident solutions to excessive workloads, neglecting the implications for equity in education.

中文翻译：

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主流教师对疫情前英格兰有特殊教育需要和残疾儿童的全纳教育的担忧

十年前，根据 Sharma 和 Desai 的“对综合教育 (CIE) 量表的担忧”，对教师的担忧进行了一项基于调查的调查。术语进行了调整，“综合”变为“包容性”，“特殊教育需要和/或残疾（SEND）”在小说“对包容性教育量表的关注”中取代了“残疾”。一个有目的的样本包括公共和私人教育部门。2020 年 4 月完成在线问卷调查（n = 93）由教师（66：国家主流，18：独立，5：英国国际学校，3：SEND 专家，1：替代提供）。封闭式问题的统计分析旨在确定教师对 SEND 儿童 IE 的担忧，并辅之以对开放式问题产生的数据的定性分析。对 IE 的含义和长期关注的问题有不同的理解。最高级别的关注体现在资源方面，特别是专家和支持人员的资金、资源和适当的基础设施。定性数据分析表明，患有 SEND 的儿童有可能被视为已经紧张的“常规”教学角色的繁重附属品。很少有答复者在这方面提到国家绩效监测和问责制度，相反，