Teacher perspectives on inclusive education in rural Alberta, Canada

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.

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