Challenges for inclusive education
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Date
2001
Authors
Beres, Corrienne J.
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001
Abstract
This study attempted to discover teachers' perceptions of the success of inclusive
education - inclusion of learning disabled students - in the junior high schools of
Westwind School Division #74. Several areas were explored. They included the extent to
which inclusion is implemented across the Division, the teachers' perceptions of the
academic and social success of the learning disabled students, the teachers' perceptions of
the effects on the regular students, the teachers' evaluation of the extent to which factors
stated in literature as being essential to the success of inclusion were present in their
schools, and the changes needed for more successful inclusion. The sample for this study
comprised all of the junior high teachers in the division who taught one or more of the
core subject areas (science, social studies, mathematics, language arts) in Grades 7-9. All
completed a written survey, then a sub-group were interviewed. The results demonstrated
that although 82.93% of the teachers believed the regular classroom was the rightful place
for the learning disabled students to learn, 80.48% felt that they were unable to meet the
needs of these students. To improve the quality of the inclusive programming the
respondents felt they required more planning and collaboration time, an increase in
knowledge regarding programming adjustments for learning disabled students, reduced
class sizes and other professional development activities to meet their individual needs.
Description
vii, 76 leaves ; 29 cm. --
Keywords
Special education -- Alberta , Education (Secondary) -- Alberta , Learning disabled children -- Education , Mainstreaming in education -- Alberta