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dc.contributor.authorLubken, Carmyn
dc.date.accessioned2021-11-19T01:02:54Z
dc.date.available2021-11-19T01:02:54Z
dc.date.issued2018
dc.identifier.citationLubken, C. (2018). Inclusion opinions for the classroom: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12521
dc.description.abstractDespite all the information available about inclusion, teachers are still not receiving adequate training and support on how to efficiently execute inclusive practices within their schools. This lack of quality training and preparation, results in inclusion being met with sour attitudes and unrefined implementation. In addition, students are often not represented or given a voice on their feelings towards inclusion. This meta-synthesis of the literature on inclusive education investigates the realities of powerfully carrying out and supporting inclusive practices for the special and general education teachers and students in the general education classroom.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectInclusion Practicesen_US
dc.subjectQuality Trainingen_US
dc.subjectSpecial Educationen_US
dc.titleInclusion Opinions for the Classroom: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-11-19T01:02:54Z


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