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Dept: Faculty of Education

You searched for subject:( inclusive education). Showing records 1 – 12 of 12 total matches.

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Nelson Mandela Metropolitan University

1. Swartz, Deon Jude. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.

Degree: Faculty of Education, 2015, Nelson Mandela Metropolitan University

Education support provision underwent a complete metamorphosis with the adoption of Education White Paper 6: Building an Inclusive Education and Training System in 2001. Within… (more)

Subjects/Keywords: Learning disabilities; Inclusive education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Swartz, D. J. (2015). Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/5065

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Swartz, Deon Jude. “Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.” 2015. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/5065.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Swartz, Deon Jude. “Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.” 2015. Web. 21 Jul 2019.

Vancouver:

Swartz DJ. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/5065.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Swartz DJ. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. [Thesis]. Nelson Mandela Metropolitan University; 2015. Available from: http://hdl.handle.net/10948/5065

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

2. [No author]. Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences.

Degree: Faculty of Education, 2016, Nelson Mandela Metropolitan University

 The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the… (more)

Subjects/Keywords: Inclusive education; Early childhood special education; Early childhood teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2016). Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/6834

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/6834.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences.” 2016. Web. 21 Jul 2019.

Vancouver:

author] [. Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/6834.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/6834

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

3. Williams, Evelyn Elizabeth. Inclusive education : a model for in-service teachers.

Degree: DEd, Faculty of Education, 2007, Nelson Mandela Metropolitan University

 It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated… (more)

Subjects/Keywords: Inclusive education  – South Africa; Teachers  – In-service training  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams, E. E. (2007). Inclusive education : a model for in-service teachers. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/643

Chicago Manual of Style (16th Edition):

Williams, Evelyn Elizabeth. “Inclusive education : a model for in-service teachers.” 2007. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/643.

MLA Handbook (7th Edition):

Williams, Evelyn Elizabeth. “Inclusive education : a model for in-service teachers.” 2007. Web. 21 Jul 2019.

Vancouver:

Williams EE. Inclusive education : a model for in-service teachers. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2007. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/643.

Council of Science Editors:

Williams EE. Inclusive education : a model for in-service teachers. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2007. Available from: http://hdl.handle.net/10948/643


Nelson Mandela Metropolitan University

4. Vermonti, Stefano. A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms.

Degree: Faculty of Education, 2013, Nelson Mandela Metropolitan University

 This study focuses on the perception of teachers who have depressed adolescent learners in their classrooms as well as explores how teachers cope with teaching… (more)

Subjects/Keywords: Teachers  – Training of; Depression in adolescence; Inclusive education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vermonti, S. (2013). A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vermonti, Stefano. “A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms.” 2013. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/d1020935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vermonti, Stefano. “A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms.” 2013. Web. 21 Jul 2019.

Vancouver:

Vermonti S. A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/d1020935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vermonti S. A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms. [Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1020935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

5. Geduld, Deidre Chante. Promoting social inclusion in school: reflecting on ourselves.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice.… (more)

Subjects/Keywords: Inclusive education  – South Africa  – Eastern Cape; Social integration  – South Africa  – Eastern Cape

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Geduld, D. C. (2010). Promoting social inclusion in school: reflecting on ourselves. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Geduld, Deidre Chante. “Promoting social inclusion in school: reflecting on ourselves.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/1522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Geduld, Deidre Chante. “Promoting social inclusion in school: reflecting on ourselves.” 2010. Web. 21 Jul 2019.

Vancouver:

Geduld DC. Promoting social inclusion in school: reflecting on ourselves. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/1522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Geduld DC. Promoting social inclusion in school: reflecting on ourselves. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

6. De Jager, Marina. Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers.

Degree: Faculty of Education, 2016, Nelson Mandela Metropolitan University

 This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The… (more)

Subjects/Keywords: Holistic education  – South Africa; Inclusive education  – South Africa; Remedial teaching  – South Africa; Language and education  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

De Jager, M. (2016). Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/6801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

De Jager, Marina. “Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/6801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

De Jager, Marina. “Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers.” 2016. Web. 21 Jul 2019.

Vancouver:

De Jager M. Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/6801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Jager M. Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/6801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

7. Geduld, Deidre Chante. The role of school management teams in the implementation and maintenance of inclusive education.

Degree: Faculty of Education, 2009, Nelson Mandela Metropolitan University

 Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how… (more)

Subjects/Keywords: Inclusive education  – South Africa; Special education  – South Africa; School management teams  – South Africa; Mainstreaming in education  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Geduld, D. C. (2009). The role of school management teams in the implementation and maintenance of inclusive education. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Geduld, Deidre Chante. “The role of school management teams in the implementation and maintenance of inclusive education.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Geduld, Deidre Chante. “The role of school management teams in the implementation and maintenance of inclusive education.” 2009. Web. 21 Jul 2019.

Vancouver:

Geduld DC. The role of school management teams in the implementation and maintenance of inclusive education. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Geduld DC. The role of school management teams in the implementation and maintenance of inclusive education. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

8. Wevers, Nicolaas Ebenhaezer Jacobus. The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape.

Degree: Faculty of Education, 2012, Nelson Mandela Metropolitan University

 Much emphasis has been placed on democracy, equality and human rights since the dawn of the democratic South Africa in 1994. Efforts to align the… (more)

Subjects/Keywords: Inclusive education  – South Africa  – Eastern Cape; Learning disabilities  – South Africa  – Eastern Cape; Mainstreaming in education  – South Africa  – Eastern Cape

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wevers, N. E. J. (2012). The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1015186

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wevers, Nicolaas Ebenhaezer Jacobus. “The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/d1015186.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wevers, Nicolaas Ebenhaezer Jacobus. “The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape.” 2012. Web. 21 Jul 2019.

Vancouver:

Wevers NEJ. The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/d1015186.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wevers NEJ. The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1015186

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

9. Pieterse, Glynis. Establishing a framework for an integrated, holistic, community based educational support structure.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education.… (more)

Subjects/Keywords: Curriculum planning  – South Africa; Competency-based education  – South Africa; Inclusive education  – South Africa; Teachers  – Training of  – South Africa

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APA (6th Edition):

Pieterse, G. (2010). Establishing a framework for an integrated, holistic, community based educational support structure. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pieterse, Glynis. “Establishing a framework for an integrated, holistic, community based educational support structure.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/1158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pieterse, Glynis. “Establishing a framework for an integrated, holistic, community based educational support structure.” 2010. Web. 21 Jul 2019.

Vancouver:

Pieterse G. Establishing a framework for an integrated, holistic, community based educational support structure. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/1158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pieterse G. Establishing a framework for an integrated, holistic, community based educational support structure. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

10. Bosman, Ysanne Bosman. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed… (more)

Subjects/Keywords: Learning disabilities; Children with disabilities  – Education (Elementary); Inclusive education; Teachers of problem children; Classroom management; Special education teachers  – Training of; Teachers  – Uganda

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bosman, Y. B. (2010). How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/1234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Web. 21 Jul 2019.

Vancouver:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/1234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kristianstad University

11. Svensson, Linda. Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass.

Degree: Faculty of Education, 2019, Kristianstad University

  This essay is about children’s voices and their reflection in what causes them Wellbeing duringschool. The aim is also to clarify children’s reflections when… (more)

Subjects/Keywords: Antonovsky; children’s reflections; children perspective; collaboration; early childhood education; health promotion; inclusive education; learning environment; salutogent perspektiv; special education; special needs; wellbeing; Pedagogical Work; Pedagogiskt arbete

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Svensson, L. (2019). Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Svensson, Linda. “Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass.” 2019. Thesis, Kristianstad University. Accessed July 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Svensson, Linda. “Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass.” 2019. Web. 21 Jul 2019.

Vancouver:

Svensson L. Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass. [Internet] [Thesis]. Kristianstad University; 2019. [cited 2019 Jul 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Svensson L. Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass. [Thesis]. Kristianstad University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Girlie Shadaya. The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District.

Degree: M. Ed, Faculty of Education, 2012, University of Fort Hare

 Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all… (more)

Subjects/Keywords: Education and state – South Africa.; Inclusive education – South Africa|zEastern Cape.; Teachers|xTraining of|zSouth Africa|zEastern Cape.; Education, Primary|zSouth Africa|zEastern Cape.; Children with disabilities|xEducation|zSouth Africa|zEastern Cape.; Special education|zSouth Africa|zEastern Cape.; Grahamstown (South Africa)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shadaya, G. (2012). The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1006239

Chicago Manual of Style (16th Edition):

Shadaya, Girlie. “The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District.” 2012. Masters Thesis, University of Fort Hare. Accessed July 21, 2019. http://hdl.handle.net/10353/d1006239.

MLA Handbook (7th Edition):

Shadaya, Girlie. “The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District.” 2012. Web. 21 Jul 2019.

Vancouver:

Shadaya G. The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District. [Internet] [Masters thesis]. University of Fort Hare; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10353/d1006239.

Council of Science Editors:

Shadaya G. The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District. [Masters Thesis]. University of Fort Hare; 2012. Available from: http://hdl.handle.net/10353/d1006239

.