Abstract
"Inclusion: A case study from within" is a concentrated viewing of one central question: What does the classroom teacher view as meaningful special education practice in the inclusive classroom? It is an effort by a special educator to include the classroom teacher in the dialogue of special education practice while allowing the special educator to refine thought about inclusion by hearing and sharing the experience of inclusion with the classroom teacher. The perspective throughout remains that teaching is a dynamic complex process full of specific contexts defined by political, economic and social parameters. This is not a search for the elusive best practice but rather it is a search for workable inclusive practice precepts within the active construction of philosophy in work. Described are the beginnings of insights to guide further reflection, collaborative teacher thought and action, and of decisions about special education in the classroom against the discovery of inner voice in reflection on action, through action, and in action.
Author and committee
dc:creator, dc:contributor.*- Authors
-
- Pepneck-Joyce, Helga
- University of Lethbridge. Faculty of Education
Subjects
dc:subject × 3Identifiers
dc:identifier.*- Identifier
- hdl:10133/104
- OAI identifier oai:identifier
- oai:opus.uleth.ca:10133/104