Issues of inclusion : the relationship between teacher attitudes towards inclusion and teacher practice
Date
2003
Authors
Dueck, Joanne Renee
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003
Abstract
British Columbia's schools are mandated to serve all students. Educators must
ensure that all students have equal access to learning and full participation in
schools. (While government policy can order inclusion, the ways in which policy
is brought to practice differ considerably. Individual teachers, in particular, using
beliefs and talents in ways and proportions which are unique and personal, effect
the philosophy of inclusion in different ways and to varying degrees. Importantly,
there is a notable, yet oft over-looked, gap between teachers' professional
judgments on how to teach to diverse learning abilities and public perceptions of
what should happen in schools. The resulting situation for teachers is a
contradiction: they support a philosophy of inclusion, yet squarely bear the burden
of difficulties in implementatiOl}/Qualitative data collected from individual
interviews and focus group discussions conducted with a small group of northern
BC school teachers is presented in this project. The results show that while
including children with behavioural special needs in mainstream classrooms may
present many challenges, success may be realised through positive and hopeful
professional practice. The results also show that in addition to providing a system
for inquiry, action research can provide an opportunity for professional
communication and growth.
Description
91 leaves ; 29 cm. --
Keywords
Inclusive education -- British Columbia