Inclusion : a case study from within

Pepneck-Joyce, Helga; University of Lethbridge. Faculty of Education

Inclusion : a case study from within

dc.contributor.author	Pepneck-Joyce, Helga
dc.contributor.author	University of Lethbridge. Faculty of Education
dc.contributor.supervisor	Grigg, Nancy
dc.date.accessioned	2007-04-24T21:10:23Z
dc.date.available	2007-04-24T21:10:23Z
dc.date.issued	1999
dc.degree.level	Masters
dc.description	ix, 105 leaves ; 29 cm.	en
dc.description.abstract	"Inclusion: A case study from within" is a concentrated viewing of one central question: What does the classroom teacher view as meaningful special education practice in the inclusive classroom? It is an effort by a special educator to include the classroom teacher in the dialogue of special education practice while allowing the special educator to refine thought about inclusion by hearing and sharing the experience of inclusion with the classroom teacher. The perspective throughout remains that teaching is a dynamic complex process full of specific contexts defined by political, economic and social parameters. This is not a search for the elusive best practice but rather it is a search for workable inclusive practice precepts within the active construction of philosophy in work. Described are the beginnings of insights to guide further reflection, collaborative teacher thought and action, and of decisions about special education in the classroom against the discovery of inner voice in reflection on action, through action, and in action.	en
dc.identifier.uri	https://hdl.handle.net/10133/104
dc.language.iso	en_US	en
dc.publisher	Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999	en
dc.publisher.faculty	Education
dc.relation.ispartofseries	Thesis (University of Lethbridge. Faculty of Education)	en
dc.subject	Special education -- Alberta	en
dc.subject	Mainstreaming in education -- Alberta	en
dc.subject	Dissertations, Academic	en
dc.title	Inclusion : a case study from within	en
dc.type	Thesis	en