Special education administration : perceptions of current practice
Loading...
Date
2004
Authors
Olson, Sheelagh
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
Abstract
The Alberta government has indicated that inclusion of special needs students is the
preferred placement for children with disabilities. Inclusion refers to "the provision of
services to students with disabilities including those with severe disabilities, in their
neighborhood schools, in age appropriate regular education classes, with the necessary
support services and supplemental aid for both children and teachers" (Kerzner-Lipsky
and Gartner, 2000, p. 7). The purpose of this study is to examine the practice of inclusion
through the perceptions of Resource Coordinating Teachers with respect to the support
provided by the administration of the school. As an administrator myself, I hoped,
through this research, to gain insight into those administrative practices that both help and
hinder inclusion practices in schools. Twenty-six teachers responded to a questionnaire
which covered such issues as the degree of support for inclusion from classroom teachers
and administrators, the types of support that are in place, the successes and challenges of
providing an inclusive education for special needs students, and the type of professional
development that was occurring. In order to validate the responses given, follow up
interviews were conducted with administrators. The results of the study indicate that
there is support for inclusion at the administrative level, and that there is also support,
with reservations, from classroom teachers. It was found that there are supports such as
aide time in place for the benefit of both the students and the teachers and there are areas
in need of improvement, such as more monetary and personnel support. Professional
development was identified as an area which requires further planning and effective
implementation in order to aid teachers in developing the expertise in educating students
with special needs.
Description
vii, 82 leaves ; 29 cm. --
Keywords
Mainstreaming in education -- Alberta -- Evaluation , Inclusive education -- Alberta -- Evaluation , School administrators -- Alberta , Special education educators -- Alberta