Factors that support inclusive schooling

This study investigates the factors that support inclusive schooling in five school districts in British Columbia. Factors supportive of inclusive schooling were identified through a review of the literature and a questionnaire was constructed to guide the interviews. Individuals representing six different roles in the education system, from five school districts, were interviewed for their responses. It was found that the factor that supports inclusion more than any of the factors investigated in the study is a strong belief and committment to the idea of inclusion. A belief in inclusion was followed by leadership at all levels of the system, inservice and preservice training, clear written policy at a district level, and needed supports, particularly in the form of time for collaboration and problem-solving activities. Areas for further study include: behaviourally disturbed children and inclusion, teacher contract language and inclusion, the merger of special and regular education and the role of the special education assistant.

Name thesis:degree_name

Master of Arts - MA

Level thesis:degree_level

master's

Discipline thesis:degree_discipline

Curriculum Studies

Grantor dc:publisher

University of British Columbia

Year dc:date

1993

Author dc:creator

• Spruston, Linda Maureen

Statement dc:rights

• For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.

Language dc:language

eng

Handle dc:identifier

http://hdl.handle.net/2429/1471

OAI identifier oai:identifier

oai:circle.library.ubc.ca:2429/1471