Teacher perspectives on inclusive education in rural Alberta, Canada

Authors

  • Donna McGhie-Richmond University of Victoria
  • Angela Irvine University of Alberta
  • Tim Loreman Concordia University College of Alberta
  • Judy Lupart University of Alberta

Abstract

The results of 123 elementary- to secondary-level teacher surveys and 14 in-depth qualitative interviews examining the teachers’ perspectives regarding inclusion in a rural school district are reported. Four features of inclusive education from the perspective of teachers are revealed: (1) attitudes toward inclusion; (2) supportive communication and cooperation; (3) classroom community; and (4) support and training. The results of this study corroborate existing research and indicate significant differences between elementary and secondary teachers’ perceptions for some of the factors. Future research in this study will examine teachers’ instructional practices providing a more complete picture of inclusive teaching in rural Alberta, Canada.

Author Biographies

Donna McGhie-Richmond, University of Victoria

Donna is a full Professor in the Department of Education and Leadership Studies at the University of Victoria

Angela Irvine, University of Alberta

Angela is currently a Community Development Advocate for the Alberta Association for Community Living and a research assistant for the University of Victoria

Tim Loreman, Concordia University College of Alberta

Tim is currently a full professor in the Department of Education at Concordia University College of Alberta.

Judy Lupart, University of Alberta

Judy just recently retired from her position as full professor in the Department of Educational Psychology at the University of Alberta.

Published

2013-03-04

How to Cite

McGhie-Richmond, D., Irvine, A., Loreman, T., & Lupart, J. (2013). Teacher perspectives on inclusive education in rural Alberta, Canada. Canadian Journal of Education/Revue Canadienne De l’éducation, 36(1), 195–239. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1155

Issue

Section

Articles