Teachers’ perceptions of inclusive education in Nova Scotia, Canada

Cumming, Heather (2021) Teachers’ perceptions of inclusive education in Nova Scotia, Canada. Ed.D thesis, University of Glasgow.

Abstract

This research study aimed to answer the question ‘How do elementary school teachers in the province of Nova Scotia describe their experiences with inclusive education and what does this mean for practice?’ It explored the experiences and insight of classroom teachers by gathering data from twenty-two questionnaires and one focus group discussion. The data was analysed through a thematic analysis starting with preset codes based on Loreman’s (2007) Seven Pillars of Support for Inclusive Education. The analysis indicated that teachers were feeling frustrated and confused with the practice of inclusive education in the province of Nova Scotia. Both frustration and confusion were evident in the areas of teachers’ attitudes, inclusive education discourse, and through their sharing of experiences with teaching supports. One major finding of this research is the fragmentation in practice and discourse caused by the existence of the Nova Scotia Special Education Policy (2008) in an inclusive education system. The key recommendations from this report are policy change to support a broader definition of inclusive education, development of initial teacher education & professional development opportunities, and focusing on an inclusive pedagogical approach at the school level.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Keywords: inclusive education, public education Nova Scotia, Nova Scotia public school system, inclusive pedagogy, policy, inclusive education policy, accessible education, history of inclusive education Canada.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education; L Education > LC Special aspects of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Margaret, Dr. McCulloch and Nicki, Dr. Hedge
• Date of Award: 2021
• Depositing User: Ms Heather Cumming
• Unique ID: glathesis:2021-82212
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 24 May 2021 15:57
• Last Modified: 21 Nov 2022 07:40
• Thesis DOI: 10.5525/gla.thesis.82212
• URI: https://theses.gla.ac.uk/id/eprint/82212