Educators' attitudes toward inclusive education: a comparison of teachers' and administrators' attitudes
dc.contributor.advisor | Lupart, Judith L. | |
dc.contributor.author | Henry, Ronda L. | |
dc.coverage.spatial | 200000600 | en |
dc.coverage.spatial | 2000002869 | en |
dc.date.accessioned | 2005-07-29T21:21:58Z | |
dc.date.available | 2005-07-29T21:21:58Z | |
dc.date.issued | 1996 | |
dc.description | Bibliography: p. 114-126. | en |
dc.description.abstract | This study examined the correlation between school-based administrators' attitudes toward inclusive education and the attitudes of the teachers on their staffs. A total of 514 educators from across Alberta were surveyed, and 37 of these educators participated in individual interviews. The hypothesis that a significant correlation would be found between administrators' and teachers' attitudes toward inclusion was not supported. Significant differences on attitudes toward inclusion were noted. Specifically, it was found that school-based administrators held more positive attitudes toward inclusive education than did teachers. As well, female educators, elementary educators, and educators from Inclusive school districts held generally more positive attitudes than their counterparts. Types of administrative supports identified by educators as necessary for inclusion were also investigated. Educators typically identified a need for Instrumental and Emotional supports more often than Appraisal and Informational supports. Further, educators indicated general dissatisfaction with the levels of administrative supports currently being provided. | |
dc.format.extent | xii, 151 leaves ; 30 cm. | en |
dc.identifier.citation | Henry, R. L. (1996). Educators' attitudes toward inclusive education: a comparison of teachers' and administrators' attitudes (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/22084 | en_US |
dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/22084 | |
dc.identifier.isbn | 0612187543 | en |
dc.identifier.lcc | LC 4031 H46 1996 | en |
dc.identifier.uri | http://hdl.handle.net/1880/29189 | |
dc.language.iso | eng | |
dc.publisher.institution | University of Calgary | en |
dc.publisher.place | Calgary | en |
dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | |
dc.subject.lcc | LC 4031 H46 1996 | en |
dc.subject.lcsh | Handicapped children - Education | |
dc.subject.lcsh | Mainstreaming in education | |
dc.title | Educators' attitudes toward inclusive education: a comparison of teachers' and administrators' attitudes | |
dc.type | master thesis | |
thesis.degree.discipline | Educational Psychology | |
thesis.degree.grantor | University of Calgary | |
thesis.degree.name | Master of Science (MSc) | |
ucalgary.item.requestcopy | true | |
ucalgary.thesis.accession | Theses Collection 58.002:Box 1035 520538463 | |
ucalgary.thesis.notes | UARC | en |
ucalgary.thesis.uarcrelease | y | en |
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