Abstract

This thesis explored the topic of inclusion using Hans-Georg Gadamer’s hermeneutics. Specifically, this thesis examined inclusion for students in K-12 codified as having severe emotional and behavioural disabilities in the province of Alberta, Canada. The current trend in Alberta to talk about an inclusive education system could be seen as a response to the ongoing exclusion of students with EBD over the past 100 years. The research within this thesis involved interviewing three educators who de-segregated a highly specialized class for students with severe EBD to create inclusive classrooms. They implemented a co-operative teaching and inquiry based model for their year-long project. According to the educators interviewed, student’s academic skills and understanding improved and negative student behaviours diminished significantly. Themes emerged which contributed to the success of inclusion: listening and tactfully responding to questions students have about one another and curriculum topics; educators’ openness to ask questions of themselves and one another; seeing all students as capable learners; working in teams to facilitate and guide student learning; administrative support for inclusion; and inquiry based learning.