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dc.contributor.authorVan der Boom, Edith H.en_US
dc.date.accessioned2009-06-04T14:09:08Z
dc.date.available2009-06-04T14:09:08Z
dc.date.issued2005-06-04T14:09:08Z
dc.identifier.urihttp://hdl.handle.net/10464/1508
dc.description.abstractThis study explores 5 teachers' perspectives on inclusive education. The literature reviewed gives a historical background of special education as well as discusses a number of current methods and techniques that have been implemented as a means to include exceptional students in regular classroom settings. This is a qualitative study that collected and interpreted data in narrative form. Common themes emerged from the accounts that were shared by the participants. This study found that the understanding of mUltiple intelligences and differentiated instruction might assist a teacher to better meet the needs of exceptional students within inclusive classrooms. Based on this study, it is determined that a range of considerations needs to be weighed when choosing an educational placement for a student with an exceptionality. Each decision needs to be based on the individual student and the options open to himlher. When a decision about class placement is to be made, not only are the student's strengths and needs to be considered, but also the school and community, the teacher, and the parents' desire for their child must be taken into account. More work still needs to be done around inclusive education that is at the practical level, so that the needs of both the student and the teacher can be met. Inclusive education did not mean the same thing to each person. It was individualized, just as each student is an individual and what works best for himlher is individual. In learning about inclusive education, settings and strategies need to be considered to allow for each individual student to achieve hislher personal best.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectInclusive education.en_US
dc.subjectSpecial education.en_US
dc.titleInclusive education: exploring teachers' perspectives /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-07-30T01:47:41Z


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