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Permanent link (DOI): https://doi.org/10.7939/R3MT47

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A healthy, thoughtful, insightful discussion about social inclusion in a postsecondary institution Open Access

Descriptions

Other title
Subject/Keyword
instructor perceptions
social inclusion
postsecondary institutions
developmental disabilities
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Pierce, Krista Joie
Supervisor and department
Smith, Veronica (Educational Psychology)
Examining committee member and department
Sobsey, Richard (Educational Psychology)
Frender, Robert (Educational Psychology)
Buck, George (Educational Psychology)
Goodwin, Donna (Physical Education and Recreation)
Department
Department of Educational Psychology
Specialization

Date accepted
2011-07-05T21:20:15Z
Graduation date
2011-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This research study combines aspects of previous inquiries into attitudes towards the inclusion of individuals with disabilities. It extends previous research in that it specifically examines instructors’ perceptions of social inclusion of students with developmental disabilities at the postsecondary education level, and does so within the context of Vygotsky’s social development theory. Individual, semi-structured interviews were conducted with nine instructors at Red Deer College, using interpretive phenomenological analysis. Findings are presented as themes that emerged from the transcribed interviews by following the process of thematic analysis. The themes are presented with exemplars from the interviews to help capture the meaning of each theme. Five key themes emerged as primary observations of social inclusion at a postsecondary education institution: conflict between the college philosophy of social inclusion and the reality of what is happening in individual classes, conflict between encouraging social inclusion and the reality of departmental requirements for courses and graduation, slow pace at which society accepts individuals with developmental disabilities, varied expectations of the outcome of social inclusion, and comfort level with individuals with developmental disabilities. Conflict between the college philosophy of social inclusion and the reality of what is happening in individual classes refers to inclusion policies and practices that are recommended by an institution or persons in position of authority. Conflict between encouraging social inclusion and the reality of departmental requirements for courses and graduation include percentage grades needed to pass certain courses, number of courses needed to obtain a certificate or diploma, and graduation requirements. Slow pace at which society accepts individuals with developmental disabilities encompasses attitudes towards social inclusion over the last thirty years. Varied expectations of the outcome of social inclusion refers to the general understanding of what the educational experience and future prospects of employment hold for students with disabilities. Comfort level with individuals with developmental disabilities refers to the range of understanding people without a disability have about what a disability is. Important information regarding social inclusion at the postsecondary level can be gleaned from this research.
Language
English
DOI
doi:10.7939/R3MT47
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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2014-04-24T23:14:12.399+00:00
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File format: pdf (Portable Document Format)
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File size: 696487
Last modified: 2015:10:12 14:30:55-06:00
Filename: Pierce_Krista_Fall2011.pdf
Original checksum: 9a46310d7f65a90dcbca25fadf115733
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File title: Running head: TRANSFORMATIONAL EXPERIENCES OF COLLEGE STUDENTS AND STAFF INVOLVED WITH STUDENTS WITH SIGNIFICANT DISABILITIES
File author: Carson Pierce
Page count: 120
File language: en-CA
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