Abstract
In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a learning collaborative methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-structured protocol, 14 participants were interviewed, representing 12 Canadian jurisdictions. Results indicated a complex theme with three linked issues: leadership participants stated that their teacher membership was well aware of inclusive education policy, that their membership generally endorsed it, contingent upon adequate resourcing. The particularities of this theme, awareness-endorsement-resources, are contextualised throughout the results, and the implications are raised in the discussion.
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