Identified Teacher Supports for Inclusive Practice

Thi s study investigated inclusive practices in Prince Edward Island (PEI) elemen-tary 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 S chool and the Education of All Students Scale. Participants identifie d and ranked several supports that they deemed im-portant for successful inclusion. The r esults indicated that elementary teachers in PEI consider certain supports as important when planning an inclusive class-room, 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 r ecommendations. The identifie d teach-er supports necessitate acknowledgement and understanding by teachers, parents, school boards, government, and teacher-training programs to ensure inclusive practices are implemented effe ctively in the PEI school system. ISSN 1918-5227 Pages 82- 94 Follow this and additional works at: htt p://ir.lib.uwo.ca/eei