Identified Teacher Supports for Inclusive Practice

Phyllis E. Horne, Vianne Timmons, Rosalyn Adamowycz

Abstract


This study investigated inclusive practices in Prince Edward Island (PEI) elementary schools in terms of the supports teachers consider as important for inclusion. Twenty teachers were randomly selected to complete a survey, and 5 teachers were randomly selected to participate in an interview about inclusion supports. The survey in this study adapted The School and the Education of All Students Scale. Participants identified and ranked several supports that they deemed important for successful inclusion. The results indicated that elementary teachers in PEI consider certain supports as important when planning an inclusive classroom, such as class size, curriculum and planning time, training, and other incentives. In light of PEI’s continued transition in Special Education services, such results provided insight into specific recommendations. The identified teacher supports necessitate acknowledgement and understanding by teachers, parents, school boards, government, and teacher-training programs to ensure inclusive practices are implemented effectively in the PEI school system.

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