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Four features of inclusive education from the perspective of teachers are elaborated: (1) attitudes toward inclusion; (2) supportive communication and collaboration ; (3) classroom community; and (4) support and training. Five key themes emerged from the qualitative interview that enriched survey findings of teachers’perspectives. The results of this study corroborate existing research and indicate some differences between elementary and secondary teachers’ understanding and perceptions, with respect to some of the key themes.  \nKeywords: Inclusive education, teacher perspectives, rural schools.  \nPrécis/Résumé  \nLes résultats de 123 sondages auprès des enseignants du primaire au secondaire et 14-entretiens qualitatifs approfondis examinant les perspectives des enseignants en matière  \nd'inclusion dans un district scolaire rural sont signalés. Quatre aspects de l'éducation inclusive du point de vue des enseignants sont élaborés: (1) les attitudes envers  \nl'inclusion,(2) la communication de soutien et de coopération; communauté scolaire (3) et (4) le soutien et la formation. Cinq thèmes clés sont ressortis de l'entrevue qualitative qui ont enrichi les résultats du sondage de points de vue des enseignants. Les résultats decette étude corroborent les recherches existantes et indiquent quelques différences entre la compréhension des enseignants du primaire et du secondaire et les perceptions, à  \nl'égard de quelques-uns des thèmes clés.  \nMots-clés: Éducation inclusive, les perspectives des enseignants, des écoles rurales.  \nAuthor’s Note  \nThis research was supported by a grant from the Social Sciences and Humanities Research Council of Canada.  \nIntroduction  \nMost provincial and territorial education authorities in Canada mandate or strongly recommend that inclusion be the delivery model followed by schools. Schools that claim to follow an inclusive model take steps to ensure that all students are welcomed, valued, and learn together in regular education classrooms, regardless of their particular learning characteristics and needs. In inclusive classrooms, teachers adapt their instructional practices so that all students, including students with special learning needs, achieve in ways that are meaningful (Andrews & Lupart, 2000; Hutchinson, 2007; Loreman, 1999) .  \nWhile inclusive education is an increasingly popular paradigm for the education of all students, examples of successful inclusion in practice, especially within a larger context such as a school division, are not well represented in the literature. There has been considerable research focused on classroom teaching practices within inclusive urban school settings wherein students with a range of learner needs are being taught (Jordan & Stanovich, 2003, 2004; McGhieRichmond, Underwood, & Jordan, 2007; Stanovich & Jordan, 2004) and some research has examined various stakeholder attitudes towards inclusion (Bunch, Lupart, & Brown, 1997; Lupart, Whitley, Odishaw, & Macdonald, 2006) . However, in Canada there is a lack of empirical research examining inclusion in a comprehensive manner across larger school districts and especially those in rural areas. Much of what has been done comes from a paradigm of ‘special education’ rather than ‘inclusion’ and fails to recognize the broader contexts of inclusion (Thomas, 1999; Vlachou, 2004) . As provinces and school districts move towards inclusive educational systems it becomes increasingly important to identify and describe factors that c","cbCaiquB6kBCTc1k","https://ap.wps.com/l/cbCaiquB6kBCTc1k","pdf",231520,45,"English","# Introduction\n## Inclusive education policy and classroom delivery\n## Research gap: rural districts and broader contexts\n## Study focus on inclusive policies, attitudes, and practices\n# Abstract\n## Survey and interview design\n## Four inclusive education features\n## Qualitative themes and comparative findings","[{\"question\":\"What research methods were used in the study?\",\"answer\":\"The study used 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative qualitative interviews to examine teachers’ perspectives on inclusion.\"},{\"question\":\"What four features of inclusive education are highlighted from teachers’ perspectives?\",\"answer\":\"The findings elaborate attitudes toward inclusion; supportive communication and collaboration; classroom community; and support and training.\"},{\"question\":\"How do the results compare between elementary and secondary teachers?\",\"answer\":\"The results corroborate existing research but indicate differences in understanding and perceptions between elementary and secondary teachers regarding some key themes.\"}]","Teacher Perspectives on Inclusive Education in Rural Alberta, Canada - Abstract | PDF",1792081307,113]