Teacher attitudes toward inclusion practices

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dc.contributor.author Murphy, Krista
dc.date.accessioned 2014-08-12T17:04:57Z
dc.date.available 2014-08-12T17:04:57Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10587/1372
dc.description.abstract Students in Nova Scotia are taught in inclusive classrooms, meaning that students with special needs learn alongside their typically developing peers. The purpose of this study was to identify the attitudes of teachers in Nova Scotia’s French-­-language school board, the Conseil scolaire acadien provincial (CSAP), toward inclusion practices and to examine the factors that influence these attitudes. CSAP teachers were invited to respond to an online questionnaire to share their views on inclusion. Findings revealed a combination of positive and negative attitudes toward inclusion. Teachers’ attitudes were found to be related to their beliefs regarding school factors, including support from administration and access to adequate professional development. Furthermore, teachers’ attitudes were found to be more positive when teachers had greater knowledge and training. Positive attitudes toward inclusion were more common among teachers in elementary and P-­-12 schools than teachers in high schools. en_US
dc.language.iso en en_US
dc.publisher Mount Saint Vincent University en_US
dc.subject Inclusive classrooms
dc.subject Conseil Scolaire Acadien Provincial
dc.type Thesis en_US
dc.contributor.advisor Schneider, Cornelia
dc.title Teacher attitudes toward inclusion practices en_US
dc.format.availability Full-text en_US
dc.format.availability Full-text

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