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ERIC Number: EJ655432
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1183-322X
Teachers' Perceived Needs To Become More Effective Inclusion Practitioners: A Single School Study.
King, Wendy; Edmunds, Alan
Exceptionality Education Canada, v11 n1 p3-23 2001
Sixty-one teachers at a junior-senior high school in Nova Scotia responded to measures of inclusion attitudes and knowledge. Results revealed that teachers feel inadequately prepared for inclusion, need specific inclusion training, and feel that reducing workloads and class sizes would help. Significant positive correlations were found between teachers' knowledge of inclusion and inclusive practice and self-confidence in facilitating inclusion. (Contains references.) (Author/DB)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada