Exceptional Lives: Teachers’ Stories

Abstract

This phenomenological research study explored the perceptions of educators regarding the education of students with low incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to discover the realities of teaching students with low incidence exceptionalities and what, if any, barriers exist in providing the best education possible for these children. All of the participants were educators with experience ranging from Kindergarten to Grade 12 and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence and friendship. All of the participants raised concerns about the lack of support they receive in providing for the complex and multi-faceted needs of these children.