Abstract
ABSTRACT The ways in which media discourse frames topics in areas such as education or disabilities can both reflect and influence public understanding, beliefs and actions. With respect to education funding, public perception is particularly important to understand, given the ways in which the availability and allocation of funding for inclusive education is influenced by various communities. This study explores the ways in which funding for inclusive education is depicted in Canadian news media over a five-year span (2014-2019). Content analysis was conducted on 120 news articles with 7 themes emerging related to funding: to address growing complexity, based on labels, for class size and composition, for education assistants, for separate systems, for resource teachers and for specialists. The results of this study corroborate existing attitudinal research related to inclusive education. Findings add uniquely to the literature by highlighting the narrative of student deficit depicted in the media articles to support the need for increased funding viewed as necessary for inclusive education.
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