文档介绍：INCLUSIVE EDUCATION SUPPORT SYSTEMS:
TEACHER AND ADMINISTRATOR VIEWS
Angela Valeo
Ryerson University
Studies have shown teacher attitudes to be an important factor in the ess of integrative practices in special education. In particular, many teachers feel that their efforts at integration are not supported by their administrators. In this research paper, interviews with both principals and teachers have confirmed this assumption. While principals felt that there were several systems in place through which they were being supportive, teachers believed this was not the case. More specifically, this paper examined the kind of support principals believed they were offering with the kind of support teachers wanted to be receiving.
Education of students with disabilities has been and continues to be a focus of educational reform. At the heart of the issue is the movement of students with special needs from a segregated/congregated setting wherein students with special needs are grouped together, to a more inclusive setting where they are integrated with typically developing peers. This movement is referred to as mainstreaming, integration, and the regular education initiative. Integration/mainstreaming can be defined as the placement of learners with disabilities in regular classes on a full-time or part-time basis with typically developing peers. In this model special educatio