Inclusive education for students with severe disabilities: illuminating the issues
Date
2011
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Abstract
This study is an exploration of the issues surrounding students with severe disabilities in inclusive education. An instrumental case study focuses on the educational experiences of one student as viewed by his parents, teachers and administrators. The purpose of this project is to contribute in-depth knowledge about the complexities involved in moving forward the goals of inclusion for all students amid inconsistent understandings and practices of inclusive education. Issues of challenging or protecting children, teacher comfort levels with disability, attitudes towards inclusion, conditional inclusion, bureaucracy of business, and the role of education assistants (EAs) are identified and exemplified. Freire's (1970) Critical Pedagogy assists in interpreting and discussing these issues in relation to their impact on the student and on education reform. Study findings suggest a need to address teacher discomfort with disability, negative attitudes towards inclusion, and the role of EAs when supporting students with severe disabilities in inclusive classrooms.
Description
Bibliography: p. 112-115.
A few pages are in colour.
Includes a copy of Ethics Review forms. Originals with original copy of Partial Copyright Licence.
A few pages are in colour.
Includes a copy of Ethics Review forms. Originals with original copy of Partial Copyright Licence.
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Citation
Mooney, L. R. (2011). Inclusive education for students with severe disabilities: illuminating the issues (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4396