ERIC Number: EJ1181988
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1918-5227
EISSN: N/A
Four Secondary Teachers' Perspectives on Enhancing the Inclusion of Exceptional Students
Robinson, Kyle
Exceptionality Education International, v28 n1 p1-21 2018
In Canada little research has been conducted on inclusive education practices in secondary schools. The purpose of this study is to report, for a diverse group of four secondary school teachers in a single school board in southeastern Ontario, their descriptions of facilitating the inclusion of exceptional students in general classrooms. The four teachers were recruited using an email referral method. Each of them participated in a semi-structured interview about their educational roles and role expectations, and about their reported instructional methods for inclusion. Seven categories emerged from the analyzed data, and these were clustered to form three themes: Structures and People, Meeting Everyone's Needs, and Knowing Your Students. The findings suggest that the participants in this study were facilitating inclusion of exceptional students in regular classrooms by considering how the students' functional needs impact their learning; most considered the functional learning and assessment needs of all students, not just exceptional students.
Descriptors: Secondary School Teachers, Teacher Attitudes, Inclusion, Children, Foreign Countries, Semi Structured Interviews, Teaching Methods, Access to Education, Individualized Instruction, Learning Disabilities, Case Studies, Electronic Mail
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A