INCLUSIVE EDUCATION: IDENTIFYING TEACHERS’ STRATEGIES FOR COPING WITH PERCEIVED STRESSORS IN INCLUSIVE CLASSROOMS

Authors

  • Darlene Brackenreed

Abstract

This research replicates the study conducted by Forlin (2001) in Churchlands, Western Australia. Forlin’s Inclusive Education Teacher Stress and Coping Questionnaire was adapted from the original questionnaire to more accurately reflect the language and practice of inclusion in Ontario. The purpose of this portion of the study was to determine teachers’ strategies for coping with their levels of stress with respect to teaching students with an identified exceptionality in their inclusive classrooms. Additionally, the study was to inform practice for teachers and policy makers of Ontario and perhaps other regions of Canada. Implications for teachers and recommendations for further research are presented. The population for this study was drawn from teachers in north-eastern Ontario, Canada.

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Published

2017-07-25

Issue

No. 122 (2011)

Section

Articles

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