Inclusion : a case study from within
Files
Date
1999
Authors
Pepneck-Joyce, Helga
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999
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.
Description
ix, 105 leaves ; 29 cm.
Keywords
Special education -- Alberta , Mainstreaming in education -- Alberta , Dissertations, Academic