Teacher Perspectives on Inclusive Education in Rural Alberta, Canada.
In: Canadian Journal of Education / Revue Canadienne de l'Éducation, Jg. 36 (2013), Heft 1, S. 195-239
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Zugriff:
The results of 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative interviews examining teachers' perspectives regarding inclusion in a rural school district are reported. Four features of inclusive education from the perspective of teachers are elaborated: (1) attitudes toward inclusion; (2) supportive communication and collaboration; (3) classroom community; and (4) support and training. Five key themes emerged from the qualitative interview that enriched survey findings of teachers' perspectives. The results of this study corroborate existing research and indicate some differences between elementary and secondary teachers' understanding and perceptions, with respect to some of the key themes. [ABSTRACT FROM AUTHOR]
Les résultats de 123 sondages auprès des enseignants du primaire au secondaire et 14-entretiens qualitatifs approfondis examinant les perspectives des enseignants en matière d'inclusion dans un district scolaire rural sont signalés. Quatre aspects de l'éducation inclusive du point de vue des enseignants sont élaborés: (1) les attitudes envers l'inclusion, (2) la communication de soutien et de coopération; communauté scolaire (3) et (4) le soutien et la formation. Cinq thèmes clés sont ressortis de l'entrevue qualitative qui ont enrichi les résultats du sondage de points de vue des enseignants. Les résultats de cette étude corroborent les recherches existantes et indiquent quelques différences entre la compréhension des enseignants du primaire et du secondaire et les perceptions, à l'égard de quelques-uns des thèmes clés. [ABSTRACT FROM AUTHOR]
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Titel: |
Teacher Perspectives on Inclusive Education in Rural Alberta, Canada.
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Autor/in / Beteiligte Person: | McGhie-Richmond, Donna ; Irvine, Angela ; Loreman, Tim ; Cizman, Juna Lea ; Lupart, Judy |
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Zeitschrift: | Canadian Journal of Education / Revue Canadienne de l'Éducation, Jg. 36 (2013), Heft 1, S. 195-239 |
Veröffentlichung: | 2013 |
Medientyp: | academicJournal |
ISSN: | 0380-2361 (print) |
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