Inclusive education for all…except the educators?: an autoethnography
| dc.contributor.advisor | Eamer, Allyson | |
| dc.contributor.author | Deutschmann, Rebecca E. | |
| dc.date.accessioned | 2025-05-02T14:45:17Z | |
| dc.date.available | 2025-05-02T14:45:17Z | |
| dc.date.issued | 2025-04-01 | |
| dc.description.abstract | This autoethnographic project examines the dissonance between Canadian school boards' commitments to equity and the lived experiences of marginalized educators. Through a personal narrative, the author explores how their intersecting identities—neurodiversity, physical and invisible disability, and queer identity—shaped and ultimately ended their K-12 teaching career. Using reflective storytelling and academic research, they explore systemic shortcomings in inclusive practices. The author advocates for accessible, identity-affirming educational environments for all, including the educators. | |
| dc.identifier.uri | https://hdl.handle.net/10155/1950 | |
| dc.language.iso | en | |
| dc.subject.other | Autoethnography | |
| dc.subject.other | Inclusive education | |
| dc.subject.other | Neurodiversity | |
| dc.subject.other | Disability | |
| dc.subject.other | K-12 education | |
| dc.title | Inclusive education for all…except the educators?: an autoethnography | |
| dc.type | Master's Project | |
| thesis.degree.discipline | Master of Education - project option | |
| thesis.degree.grantor | University of Ontario Institute of Technology | |
| thesis.degree.name | Master of Education (MEd) - project option |