Kamelia Dousti

Topic

Teaching to Diversity: British Columbia Classroom Teachers’ Experiences with Inter-agency Collaboration and Inclusive Education

Department of Curriculum and Instruction

Date & location

• Friday, April 19, 2024
• 10:00 A.M.
• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Wanda Hurren, Department of Curriculum and Instruction, University of Victoria (Co-Supervisor)
• Dr. Todd Milford, Department of Curriculum and Instruction, UVic (Co-Supervisor)
• Dr. Breanna Lawrence, Department of Educational Psychology and Leadership Studies, UVic (Outside Member)

External Examiner

• Dr. Zana Lutfiyya, Faculty of Education, University of Manitoba

Chair of Oral Examination

• Dr. Sara Humphreys, Department of English, UVic

Abstract

Many students with diverse needs rely on various services to succeed within their school environment. These services encompass resources, specialized equipment, personnel assistance, and essential training to staff to effectively serve these students. In this exploratory qualitative study, I aimed to better understand the experiences of kindergarten to grade 12 (K-12) classroom teachers in British Columbia (BC) who had previously engaged in inter-agency collaboration (IAC) in order to describe their achievements, challenges, and potential avenues for enhancing collaboration with external agencies. I also explored the ways in which classroom teachers in BC utilized IAC for the benefit of their exceptional learners in inclusive classrooms. Through my data analysis and reviews of literature, I sought to identify how these experiences could better inform the preparation and support of current classroom teachers who work with diverse K-12 learners. Guided by Bronfenbrenner’s ecological systems theory (1979), I utilized purposive sampling to identify five participants for semi-structured interviews. I employed thematic analysis and identified seven themes. Each participant provided rich descriptions outlining successes, challenges, and opportunities for growth when working with external agencies. Learning from teacher experiences with IAC and inclusive education could inform more targeted and relevant professional development programs for educators, improve communication practices between agencies and schools, and foster a cooperative and productive collaborative environment. The valuable insights from teacher experiences have the potential to contribute to continuous improvement in IAC practices, inform advocacy efforts, guide policy development, and cultivate collaboration skills among educators—all of which may ultimately enhance the successful implementation of inclusive education for students.