The practice of providing totally inclusive schools to meet the needs of all learners is one of the emerging service delivery options gaining widespread support in public education in Canada and the United States. While many elementary schools have taken the initiative and established successful models of full inclusion, secondary schools, in part because of the historical-structural characteristics of these organizations, embody different and perhaps more complex problems in meeting the demands of inclusive educational practices. In this article, we draw on data from a study of two secondary schools in Nova Scotia, Canada, and their attempts to accommodate students with widely diverse needs in regular classrooms. Drawing primarily on teacher interview data, the paper reports on the ways teachers made sense of and adapted to, structural changes that took place in each school
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