“I believe in inclusion but…” : a critical exploration into teacher beliefs and values around inclusion.

• Main Author: Power, Erin C.
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 2015
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/8425/; https://research.library.mun.ca/8425/1/thesis.pdf

This critical exploration into teacher beliefs and attitudes around inclusion serves to examine the various ways in which The Department of Education of Newfoundland and Labrador’s implementation of its Inclusive Education Initiative (2009) is being understood by educators. In particular it explores how teachers’ past experiences with inclusion impact their core beliefs and values. Due to the importance of relationship within the development of inclusive school cultures (Booth & Ainscow, 2002), this research is positioned within a framework of relational theory and restorative justice. This narrative inquiry focuses on three educators working in primary/elementary schools in St. John’s, NL. There was a marked difference in discussions around inclusive education before and after unpacking the participants own core beliefs and values around inclusion. Suggestions are offered for professional development components that explore inclusive core beliefs and values.