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dc.contributor.supervisor Townsend, David
dc.contributor.author Dueck, Joanne Renee
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-17T21:49:47Z
dc.date.available 2010-03-17T21:49:47Z
dc.date.issued 2003
dc.identifier.uri https://hdl.handle.net/10133/921
dc.description 91 leaves ; 29 cm. -- en
dc.description.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. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Inclusive education -- British Columbia en
dc.title Issues of inclusion : the relationship between teacher attitudes towards inclusion and teacher practice en
dc.type Thesis en
dc.publisher.faculty Education en


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