Marlett, Nancy J.Lashewicz, Bonnie M.Mooney, Laura Rae2017-12-182017-12-182011Mooney, 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/4396http://hdl.handle.net/1880/105397Bibliography: p. 112-115.A few pages are in colour.Includes a copy of Ethics Review forms. Originals with original copy of Partial Copyright Licence.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.xi, 125 leaves : ill. ; 30 cm.engUniversity 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.master thesis10.11575/PRISM/4396