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dc.contributor.supervisor Grigg, Nancy Pepneck-Joyce, Helga University of Lethbridge. Faculty of Education 2007-04-24T21:10:23Z 2007-04-24T21:10:23Z 1999
dc.description ix, 105 leaves ; 29 cm. en
dc.description.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. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Special education -- Alberta en
dc.subject Mainstreaming in education -- Alberta en
dc.subject Dissertations, Academic en
dc.title Inclusion : a case study from within en
dc.type Thesis en
dc.publisher.faculty Education Masters

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