Inclusion: Is it stressful for teachers?

This paper presents the results of research undertaken in Western Australia regarding educators' beliefs about the stress of inclusive practices. The responses of educators from Education Support Centres and regular primary schools (n = 273) are compared regarding the degree of stress attributed to a regular class teacher when asked to cope with a child with a mild intellectual disability. Findings of the research indicate distinct differences in beliefs about the stress of inclusion between principals and teachers depending upon their current involvement in an inclusive program. In addition, beliefs vary between educators from the two types of schools. The implications of this are discussed from the perspective of improving partnerships between educators from Education Support Centres and regular primary schools in order to maximize the effectiveness of inclusive practices.