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Dates: 2010 – 2014

You searched for subject:(Inclusive education South Africa ). Showing records 1 – 30 of 59134 total matches.

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University of Zululand

1. Motala, Rashid Ahmed. Attitudes of Department of Education District officials towards inclusive education .

Degree: 2010, University of Zululand

 This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This… (more)

Subjects/Keywords: Inclusive education  – attitudes  – South Africa.

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

APA (6th Edition):

Motala, R. A. (2010). Attitudes of Department of Education District officials towards inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1089

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):

Motala, Rashid Ahmed. “Attitudes of Department of Education District officials towards inclusive education .” 2010. Thesis, University of Zululand. Accessed July 21, 2019. http://hdl.handle.net/10530/1089.

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

MLA Handbook (7th Edition):

Motala, Rashid Ahmed. “Attitudes of Department of Education District officials towards inclusive education .” 2010. Web. 21 Jul 2019.

Vancouver:

Motala RA. Attitudes of Department of Education District officials towards inclusive education . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10530/1089.

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

Council of Science Editors:

Motala RA. Attitudes of Department of Education District officials towards inclusive education . [Thesis]. University of Zululand; 2010. Available from: http://hdl.handle.net/10530/1089

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


University of Zululand

2. Hariparsad, Shireen D. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .

Degree: 2010, University of Zululand

 The aim of this study was to investigate the challenges facing educators’ in the inclusion of ADHD learners in the mainstream classroom. As an introduction… (more)

Subjects/Keywords: ADHD ; ADHD learners  – mainstream classroom. ; Inclusive education ; Inclusive education – South Africa. ; Inclusive education  – challenges

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

APA (6th Edition):

Hariparsad, S. D. (2010). Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/629

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):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Thesis, University of Zululand. Accessed July 21, 2019. http://hdl.handle.net/10530/629.

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

MLA Handbook (7th Edition):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Web. 21 Jul 2019.

Vancouver:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10530/629.

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

Council of Science Editors:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Thesis]. University of Zululand; 2010. Available from: http://hdl.handle.net/10530/629

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


University of Johannesburg

3. Warren, Samantha. A best practice case of a school-based support team in an inclusive LSEN secondary school.

Degree: 2012, University of Johannesburg

M.Ed.

With the changes in the „new South Africa‟ came a change of approach in the curriculum from content-based to outcome-based, with the movement to… (more)

Subjects/Keywords: Special education - South Africa; Inclusive education - South Africa; School support teams - South Africa

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

APA (6th Edition):

Warren, S. (2012). A best practice case of a school-based support team in an inclusive LSEN secondary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5037

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):

Warren, Samantha. “A best practice case of a school-based support team in an inclusive LSEN secondary school.” 2012. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/5037.

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

MLA Handbook (7th Edition):

Warren, Samantha. “A best practice case of a school-based support team in an inclusive LSEN secondary school.” 2012. Web. 21 Jul 2019.

Vancouver:

Warren S. A best practice case of a school-based support team in an inclusive LSEN secondary school. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/5037.

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

Council of Science Editors:

Warren S. A best practice case of a school-based support team in an inclusive LSEN secondary school. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5037

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


University of Johannesburg

4. Schaefer, Siegfried Reinold. 'n Werkseminaar vir die ontwikkeling van inklusiewe gesindhede by laerskoolopvoeders.

Degree: 2012, University of Johannesburg

M.Ed.

This research essay focuses on the empowerment of educators as adult learners with a view to develop a positive attitude towards inclusive education. The… (more)

Subjects/Keywords: Inclusive education  – South Africa; Teachers  – South Africa  – Attitudes

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APA (6th Edition):

Schaefer, S. R. (2012). 'n Werkseminaar vir die ontwikkeling van inklusiewe gesindhede by laerskoolopvoeders. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6884

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):

Schaefer, Siegfried Reinold. “'n Werkseminaar vir die ontwikkeling van inklusiewe gesindhede by laerskoolopvoeders.” 2012. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/6884.

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

MLA Handbook (7th Edition):

Schaefer, Siegfried Reinold. “'n Werkseminaar vir die ontwikkeling van inklusiewe gesindhede by laerskoolopvoeders.” 2012. Web. 21 Jul 2019.

Vancouver:

Schaefer SR. 'n Werkseminaar vir die ontwikkeling van inklusiewe gesindhede by laerskoolopvoeders. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/6884.

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

Council of Science Editors:

Schaefer SR. 'n Werkseminaar vir die ontwikkeling van inklusiewe gesindhede by laerskoolopvoeders. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6884

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


Rhodes University

5. Mcconnachie, Karola. Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance… (more)

Subjects/Keywords: Inclusive education  – South Africa; Special education  – South Africa; Education (Primary)  – Government policy  – South Africa; Alcoholism  – Social aspects  – South Africa

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

APA (6th Edition):

Mcconnachie, K. (2014). Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013150

Chicago Manual of Style (16th Edition):

Mcconnachie, Karola. “Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school.” 2014. Masters Thesis, Rhodes University. Accessed July 21, 2019. http://hdl.handle.net/10962/d1013150.

MLA Handbook (7th Edition):

Mcconnachie, Karola. “Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school.” 2014. Web. 21 Jul 2019.

Vancouver:

Mcconnachie K. Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10962/d1013150.

Council of Science Editors:

Mcconnachie K. Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013150


University of Johannesburg

6. Janse van Rensburg, Susanna Maria. Parents' perceptions of including their child with a disability in a mainstream school.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

In South Africa today, inclusive education, as it relates to the inclusion of a child with a disability in a main steam… (more)

Subjects/Keywords: Mainstreaming in education - South Africa; Children with disabilities - Education - South Africa; Parent-teacher relationships - South Africa; Inclusive education - South Africa

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

APA (6th Edition):

Janse van Rensburg, S. M. (2014). Parents' perceptions of including their child with a disability in a mainstream school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9724

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):

Janse van Rensburg, Susanna Maria. “Parents' perceptions of including their child with a disability in a mainstream school.” 2014. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/9724.

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

MLA Handbook (7th Edition):

Janse van Rensburg, Susanna Maria. “Parents' perceptions of including their child with a disability in a mainstream school.” 2014. Web. 21 Jul 2019.

Vancouver:

Janse van Rensburg SM. Parents' perceptions of including their child with a disability in a mainstream school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/9724.

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

Council of Science Editors:

Janse van Rensburg SM. Parents' perceptions of including their child with a disability in a mainstream school. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9724

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


Stellenbosch University

7. Van Graan, Mariette. Die role van die leerondersteuner binne inklusiewe onderwys.

Degree: 2010, Stellenbosch University

Bibliography

Thesis (MEd)) – University of Stellenbosch, 2010.

Bibliography

AFRIKAANSE OPSOMMIMG: Die transformasie vanaf ʼn tradisionele onderwysstelsel na ʼn inklusiewe stelsel het ʼn perspektiefverandering tot gevolg… (more)

Subjects/Keywords: Education; Dissertations  – Education; Inclusive education  – South Africa; Mainstreaming in education  – South Africa; Opvoedkundige Sielkunde

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

APA (6th Edition):

Van Graan, M. (2010). Die role van die leerondersteuner binne inklusiewe onderwys. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/5362

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):

Van Graan, Mariette. “Die role van die leerondersteuner binne inklusiewe onderwys.” 2010. Thesis, Stellenbosch University. Accessed July 21, 2019. http://hdl.handle.net/10019.1/5362.

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

MLA Handbook (7th Edition):

Van Graan, Mariette. “Die role van die leerondersteuner binne inklusiewe onderwys.” 2010. Web. 21 Jul 2019.

Vancouver:

Van Graan M. Die role van die leerondersteuner binne inklusiewe onderwys. [Internet] [Thesis]. Stellenbosch University; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10019.1/5362.

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

Council of Science Editors:

Van Graan M. Die role van die leerondersteuner binne inklusiewe onderwys. [Thesis]. Stellenbosch University; 2010. Available from: http://hdl.handle.net/10019.1/5362

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


Nelson Mandela Metropolitan University

8. 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


Durban University of Technology

9. Penceliah, Thamindri. The impact of inclusive education on the quality of teaching and learning in the foundation phase : an educator's perspective.

Degree: 2014, Durban University of Technology

Submitted in fulfilment of the requirement for the Masters Degree in Technology : Operations and Quality Management - Durban University of Technology, 2014

The study… (more)

Subjects/Keywords: Inclusive education – Study and teaching – South Africa; Education – Study and teaching – South Africa; Mainstreaming in education – South Africa; Inclusive education – Study and teaching – South Africa – Evaluation

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

APA (6th Edition):

Penceliah, T. (2014). The impact of inclusive education on the quality of teaching and learning in the foundation phase : an educator's perspective. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/1144

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):

Penceliah, Thamindri. “The impact of inclusive education on the quality of teaching and learning in the foundation phase : an educator's perspective.” 2014. Thesis, Durban University of Technology. Accessed July 21, 2019. http://hdl.handle.net/10321/1144.

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

MLA Handbook (7th Edition):

Penceliah, Thamindri. “The impact of inclusive education on the quality of teaching and learning in the foundation phase : an educator's perspective.” 2014. Web. 21 Jul 2019.

Vancouver:

Penceliah T. The impact of inclusive education on the quality of teaching and learning in the foundation phase : an educator's perspective. [Internet] [Thesis]. Durban University of Technology; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10321/1144.

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

Council of Science Editors:

Penceliah T. The impact of inclusive education on the quality of teaching and learning in the foundation phase : an educator's perspective. [Thesis]. Durban University of Technology; 2014. Available from: http://hdl.handle.net/10321/1144

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


University of KwaZulu-Natal

10. [No author]. Institutional-level support teams : a case study of teachers' understanding of providing educational support through collaboration in the context of inclusive education in one district in KwaZulu-Natal.

Degree: 2013, University of KwaZulu-Natal

 With the introduction of inclusive education as an approach to support learners who experience barriers to learning in South African classrooms, schools, in line with… (more)

Subjects/Keywords: Inclusive education  – South Africa  – KwaZulu-Natal.; Teaching teams  – South Africa  – KwaZulu-Natal.; Group work in education  – South Africa  – KwaZulu-Natal.; Education.

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

APA (6th Edition):

author], [. (2013). Institutional-level support teams : a case study of teachers' understanding of providing educational support through collaboration in the context of inclusive education in one district in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13704

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. “Institutional-level support teams : a case study of teachers' understanding of providing educational support through collaboration in the context of inclusive education in one district in KwaZulu-Natal. ” 2013. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. http://hdl.handle.net/10413/13704.

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. “Institutional-level support teams : a case study of teachers' understanding of providing educational support through collaboration in the context of inclusive education in one district in KwaZulu-Natal. ” 2013. Web. 21 Jul 2019.

Vancouver:

author] [. Institutional-level support teams : a case study of teachers' understanding of providing educational support through collaboration in the context of inclusive education in one district in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10413/13704.

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

Council of Science Editors:

author] [. Institutional-level support teams : a case study of teachers' understanding of providing educational support through collaboration in the context of inclusive education in one district in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2013. Available from: http://hdl.handle.net/10413/13704

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


Nelson Mandela Metropolitan University

11. 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


University of Johannesburg

12. Kirsten, Doret Karen. Die opvoedkundige sielkundige as konsultant in insluitende onderwys.

Degree: 2012, University of Johannesburg

M.Ed.

The research in this qualitative study focuses on the role of the educational psychologist as consultant in Inclusive Education. The rationale for the investigation… (more)

Subjects/Keywords: Educational psychology - Research; Psychologists - Professional ethics; Inclusive education - South Africa; Educational counseling - South Africa

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APA (6th Edition):

Kirsten, D. K. (2012). Die opvoedkundige sielkundige as konsultant in insluitende onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5509

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):

Kirsten, Doret Karen. “Die opvoedkundige sielkundige as konsultant in insluitende onderwys.” 2012. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/5509.

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

MLA Handbook (7th Edition):

Kirsten, Doret Karen. “Die opvoedkundige sielkundige as konsultant in insluitende onderwys.” 2012. Web. 21 Jul 2019.

Vancouver:

Kirsten DK. Die opvoedkundige sielkundige as konsultant in insluitende onderwys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/5509.

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

Council of Science Editors:

Kirsten DK. Die opvoedkundige sielkundige as konsultant in insluitende onderwys. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5509

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


University of Johannesburg

13. Van Zyl, Henry. Management strategies for the implementation of an inclusive education system for learners with special educational needs.

Degree: 2014, University of Johannesburg

D.Ed. (Educational Management)

The present government committed itself to the principle of placement of learners with special needs into mainstream education as a long-term goal… (more)

Subjects/Keywords: Inclusive education - South Africa - Mpumalanga; School management and organization - South Africa - Mpumalanga

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APA (6th Edition):

Van Zyl, H. (2014). Management strategies for the implementation of an inclusive education system for learners with special educational needs. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11631

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):

Van Zyl, Henry. “Management strategies for the implementation of an inclusive education system for learners with special educational needs.” 2014. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/11631.

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

MLA Handbook (7th Edition):

Van Zyl, Henry. “Management strategies for the implementation of an inclusive education system for learners with special educational needs.” 2014. Web. 21 Jul 2019.

Vancouver:

Van Zyl H. Management strategies for the implementation of an inclusive education system for learners with special educational needs. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/11631.

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

Council of Science Editors:

Van Zyl H. Management strategies for the implementation of an inclusive education system for learners with special educational needs. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11631

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


Nelson Mandela Metropolitan University

14. 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


University of Johannesburg

15. Mabena, Sibongile Patience. Teaching strategies used in an inclusive primary school classroom : a case study.

Degree: 2014, University of Johannesburg

M.Ed. (Educational and Learning Support)

The research problem addressed in this research essay focused on the teaching strategies that were used by the teacher in… (more)

Subjects/Keywords: Elementary school teaching - South Africa; Inclusive education - South Africa; Children with disabilities - Education (Elementary) - South Africa

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

APA (6th Edition):

Mabena, S. P. (2014). Teaching strategies used in an inclusive primary school classroom : a case study. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10021

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):

Mabena, Sibongile Patience. “Teaching strategies used in an inclusive primary school classroom : a case study.” 2014. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/10021.

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

MLA Handbook (7th Edition):

Mabena, Sibongile Patience. “Teaching strategies used in an inclusive primary school classroom : a case study.” 2014. Web. 21 Jul 2019.

Vancouver:

Mabena SP. Teaching strategies used in an inclusive primary school classroom : a case study. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/10021.

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

Council of Science Editors:

Mabena SP. Teaching strategies used in an inclusive primary school classroom : a case study. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10021

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


University of Pretoria

16. Mtsweni, Tumisang Ruth. The decision-making process of employing facilitators in inclusive primary schools.

Degree: Education Management and Policy Studies, 2014, University of Pretoria

 There is a growing phenomenon of employing facilitators in support of learners with learning disabilities in schools offering inclusive education; however there is a scarcity… (more)

Subjects/Keywords: Facilitators; Inclusive education; Schools; Decision-making process; South Africa; UCTD

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APA (6th Edition):

Mtsweni, T. R. (2014). The decision-making process of employing facilitators in inclusive primary schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40437

Chicago Manual of Style (16th Edition):

Mtsweni, Tumisang Ruth. “The decision-making process of employing facilitators in inclusive primary schools.” 2014. Masters Thesis, University of Pretoria. Accessed July 21, 2019. http://hdl.handle.net/2263/40437.

MLA Handbook (7th Edition):

Mtsweni, Tumisang Ruth. “The decision-making process of employing facilitators in inclusive primary schools.” 2014. Web. 21 Jul 2019.

Vancouver:

Mtsweni TR. The decision-making process of employing facilitators in inclusive primary schools. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2263/40437.

Council of Science Editors:

Mtsweni TR. The decision-making process of employing facilitators in inclusive primary schools. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40437


University of the Western Cape

17. Konghot, Edwina. An explorative study of inclusive education at mainstream secondary schools for learners with special needs .

Degree: 2012, University of the Western Cape

 During apartheid, black learners with disabilities experienced difficulties accessing education. At this time very few special schools existed and admissions were limited, as they were… (more)

Subjects/Keywords: Disabilities; Inclusive education; Secondary schools; Children with disabilities; South Africa

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

APA (6th Edition):

Konghot, E. (2012). An explorative study of inclusive education at mainstream secondary schools for learners with special needs . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5105

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):

Konghot, Edwina. “An explorative study of inclusive education at mainstream secondary schools for learners with special needs .” 2012. Thesis, University of the Western Cape. Accessed July 21, 2019. http://hdl.handle.net/11394/5105.

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

MLA Handbook (7th Edition):

Konghot, Edwina. “An explorative study of inclusive education at mainstream secondary schools for learners with special needs .” 2012. Web. 21 Jul 2019.

Vancouver:

Konghot E. An explorative study of inclusive education at mainstream secondary schools for learners with special needs . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11394/5105.

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

Council of Science Editors:

Konghot E. An explorative study of inclusive education at mainstream secondary schools for learners with special needs . [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/5105

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


Stellenbosch University

18. Barnes, Bronwyn. Teachers’ perceptions and understanding of diversity and inclusive education : a case study.

Degree: MEdPsych, Educational Psychology, 2011, Stellenbosch University

ENGLISH ABSTRACT: The aim of this study was to investigate the perceptions and understandings of diversity and inclusive education held by teachers at one South(more)

Subjects/Keywords: Diversity; Inclusive education - - South Africa; Teachers’ perceptions; Teachers’ attitudes

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

APA (6th Edition):

Barnes, B. (2011). Teachers’ perceptions and understanding of diversity and inclusive education : a case study. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6482

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):

Barnes, Bronwyn. “Teachers’ perceptions and understanding of diversity and inclusive education : a case study.” 2011. Thesis, Stellenbosch University. Accessed July 21, 2019. http://hdl.handle.net/10019.1/6482.

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

MLA Handbook (7th Edition):

Barnes, Bronwyn. “Teachers’ perceptions and understanding of diversity and inclusive education : a case study.” 2011. Web. 21 Jul 2019.

Vancouver:

Barnes B. Teachers’ perceptions and understanding of diversity and inclusive education : a case study. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10019.1/6482.

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

Council of Science Editors:

Barnes B. Teachers’ perceptions and understanding of diversity and inclusive education : a case study. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6482

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


Durban University of Technology

19. Majola, Happy Maureen. The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal.

Degree: 2013, Durban University of Technology

Submitted in fulfillment of the requirements for the Degree of Master of Technology: Education, Durban University of Technology, 2013.

This study investigated the management of… (more)

Subjects/Keywords: Inclusive education – South Africa – KwaZulu-Natal; Elementary schools – South Africa – Empangeni; Elementary school teaching – South Africa – KwaZulu-Natal

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

APA (6th Edition):

Majola, H. M. (2013). The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/947

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):

Majola, Happy Maureen. “The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal.” 2013. Thesis, Durban University of Technology. Accessed July 21, 2019. http://hdl.handle.net/10321/947.

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

MLA Handbook (7th Edition):

Majola, Happy Maureen. “The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal.” 2013. Web. 21 Jul 2019.

Vancouver:

Majola HM. The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal. [Internet] [Thesis]. Durban University of Technology; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10321/947.

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

Council of Science Editors:

Majola HM. The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal. [Thesis]. Durban University of Technology; 2013. Available from: http://hdl.handle.net/10321/947

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


University of Johannesburg

20. Maritz, Barbara. Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention.

Degree: 2014, University of Johannesburg

D.Ed. (Educational Psychology)

The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language… (more)

Subjects/Keywords: Inclusive education - South Africa - Gauteng; Books and reading - South Africa - Gauteng; English language - Study and teaching (Primary) - South Africa

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APA (6th Edition):

Maritz, B. (2014). Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8993

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):

Maritz, Barbara. “Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention.” 2014. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/8993.

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

MLA Handbook (7th Edition):

Maritz, Barbara. “Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention.” 2014. Web. 21 Jul 2019.

Vancouver:

Maritz B. Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/8993.

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

Council of Science Editors:

Maritz B. Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8993

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


University of Johannesburg

21. Mabuya, Magdeline Olivia Mmakekgathetse. The impact of inclusive education in special and developed/mainstream schools as perceived by parents, educators and learners in Soweto schools.

Degree: 2012, University of Johannesburg

M.Ed.

According to the investigations conducted by the National Commission of Special Needs Education and Training (NCSNET) and the National Committee on Education Support Services… (more)

Subjects/Keywords: Inclusive education  – South Africa  – Soweto; Mainstreaming in education  – South Africa  – Soweto; Children with disabilities  – Education  – South Africa  – Soweto; Education  – Parents participation  – South Africa  – Soweto

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

APA (6th Edition):

Mabuya, M. O. M. (2012). The impact of inclusive education in special and developed/mainstream schools as perceived by parents, educators and learners in Soweto schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6652

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):

Mabuya, Magdeline Olivia Mmakekgathetse. “The impact of inclusive education in special and developed/mainstream schools as perceived by parents, educators and learners in Soweto schools.” 2012. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/6652.

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

MLA Handbook (7th Edition):

Mabuya, Magdeline Olivia Mmakekgathetse. “The impact of inclusive education in special and developed/mainstream schools as perceived by parents, educators and learners in Soweto schools.” 2012. Web. 21 Jul 2019.

Vancouver:

Mabuya MOM. The impact of inclusive education in special and developed/mainstream schools as perceived by parents, educators and learners in Soweto schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/6652.

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

Council of Science Editors:

Mabuya MOM. The impact of inclusive education in special and developed/mainstream schools as perceived by parents, educators and learners in Soweto schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6652

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


University of the Western Cape

22. Arendse, Agnetha. Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District .

Degree: 2010, University of the Western Cape

 The study aims to understand the challenges facing the Itinerant Learning Support Educators in an Inclusive Education framework. At the onset of the study there… (more)

Subjects/Keywords: Inclusive education; South Africa; Mainstreaming in education; Special education; Learning Physiological aspects; Teachers; Educators

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APA (6th Edition):

Arendse, A. (2010). Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2127

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):

Arendse, Agnetha. “Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District .” 2010. Thesis, University of the Western Cape. Accessed July 21, 2019. http://hdl.handle.net/11394/2127.

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

MLA Handbook (7th Edition):

Arendse, Agnetha. “Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District .” 2010. Web. 21 Jul 2019.

Vancouver:

Arendse A. Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11394/2127.

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

Council of Science Editors:

Arendse A. Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2127

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


University of Johannesburg

23. Mabaso, Rhulani Gilbert. Managing the implementation of inclusive education in public primary schools.

Degree: 2014, University of Johannesburg

M.Ed. (Education Management)

The White paper 6 advocates the introduction of inclusive education in all public schools in South Africa, where all learners irrespective of… (more)

Subjects/Keywords: Inclusive education - South Africa - Gauteng; Mainstreaming in education - South Africa - Gauteng; Training of teachers - South Africa - Gauteng; School management and organization - South Africa - Gauteng

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APA (6th Edition):

Mabaso, R. G. (2014). Managing the implementation of inclusive education in public primary schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9826

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):

Mabaso, Rhulani Gilbert. “Managing the implementation of inclusive education in public primary schools.” 2014. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/9826.

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

MLA Handbook (7th Edition):

Mabaso, Rhulani Gilbert. “Managing the implementation of inclusive education in public primary schools.” 2014. Web. 21 Jul 2019.

Vancouver:

Mabaso RG. Managing the implementation of inclusive education in public primary schools. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/9826.

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

Council of Science Editors:

Mabaso RG. Managing the implementation of inclusive education in public primary schools. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9826

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


Rhodes University

24. Whittington-Jones, Alexandra. Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown.

Degree: Faculty of Education, Education, 2013, Rhodes University

 In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that… (more)

Subjects/Keywords: Gifted children  – Education (Primary)  – Research  – South Africa  – Grahamstown; Inclusive education  – Research  – South Africa  – Grahamstown; Mainstreaming in education  – Research  – South Africa  – Grahamstown; Special education  – Research  – South Africa  – Grahamstown; Curriculum planning  – Education (Primary)  – South Africa  – Grahamstown; Education, Primary  – Study and teaching  – South Africa

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

APA (6th Edition):

Whittington-Jones, A. (2013). Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1006088

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):

Whittington-Jones, Alexandra. “Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown.” 2013. Thesis, Rhodes University. Accessed July 21, 2019. http://hdl.handle.net/10962/d1006088.

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

MLA Handbook (7th Edition):

Whittington-Jones, Alexandra. “Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown.” 2013. Web. 21 Jul 2019.

Vancouver:

Whittington-Jones A. Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10962/d1006088.

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

Council of Science Editors:

Whittington-Jones A. Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1006088

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

25. 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


Stellenbosch University

26. Spies, Hannalie Lehome. Teachers' readiness to support children with Asperger's syndrome within mainstream schools.

Degree: MEdPsych, Educational Psychology, 2013, Stellenbosch University

Bibliography

ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive(more)

Subjects/Keywords: Educational psychology; Dissertations  – Educational psychology; inclusive education  – South Africa  – Case studies; Mainstreaming in education  – South Africa  – Case studies; Children with mental disabilities  – Education  – Aims and objectives  – South Africa  – Case studies; Teachers of children with mental disabilities  – Training of  – South Africa; Educationl Psychology

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

APA (6th Edition):

Spies, H. L. (2013). Teachers' readiness to support children with Asperger's syndrome within mainstream schools. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/80203

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):

Spies, Hannalie Lehome. “Teachers' readiness to support children with Asperger's syndrome within mainstream schools.” 2013. Thesis, Stellenbosch University. Accessed July 21, 2019. http://hdl.handle.net/10019.1/80203.

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

MLA Handbook (7th Edition):

Spies, Hannalie Lehome. “Teachers' readiness to support children with Asperger's syndrome within mainstream schools.” 2013. Web. 21 Jul 2019.

Vancouver:

Spies HL. Teachers' readiness to support children with Asperger's syndrome within mainstream schools. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10019.1/80203.

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

Council of Science Editors:

Spies HL. Teachers' readiness to support children with Asperger's syndrome within mainstream schools. [Thesis]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/80203

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


Stellenbosch University

27. Coetzee, Sarah Johanna. Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer.

Degree: MEdPsych, Educational Psychology, 2011, Stellenbosch University

ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted… (more)

Subjects/Keywords: Educational psychology; Dissertations  – Educational psychology; Inclusive education  – South Africa  – Evaluation; Educational tests and measurements  – Evaluation; Curriculum-based assessment

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

APA (6th Edition):

Coetzee, S. J. (2011). Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6800

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):

Coetzee, Sarah Johanna. “Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer.” 2011. Thesis, Stellenbosch University. Accessed July 21, 2019. http://hdl.handle.net/10019.1/6800.

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

MLA Handbook (7th Edition):

Coetzee, Sarah Johanna. “Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer.” 2011. Web. 21 Jul 2019.

Vancouver:

Coetzee SJ. Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10019.1/6800.

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

Council of Science Editors:

Coetzee SJ. Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6800

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


University of South Africa

28. Wissing, Annelise. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .

Degree: 2012, University of South Africa

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern… (more)

Subjects/Keywords: Inclusive education; Cognitive giftedness; ESL learning; Underachievers; South Africa; Support; Barriers to learning; Classroom teachers; Grade Four; Double exceptionality

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

APA (6th Edition):

Wissing, A. (2012). The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6549

Chicago Manual of Style (16th Edition):

Wissing, Annelise. “The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .” 2012. Masters Thesis, University of South Africa. Accessed July 21, 2019. http://hdl.handle.net/10500/6549.

MLA Handbook (7th Edition):

Wissing, Annelise. “The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .” 2012. Web. 21 Jul 2019.

Vancouver:

Wissing A. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10500/6549.

Council of Science Editors:

Wissing A. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6549


University of the Western Cape

29. Sayser, Nickfred Johane. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .

Degree: 2014, University of the Western Cape

 The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector… (more)

Subjects/Keywords: South African government; Inclusive education; Schools

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

APA (6th Edition):

Sayser, N. J. (2014). Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4222

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):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Thesis, University of the Western Cape. Accessed July 21, 2019. http://hdl.handle.net/11394/4222.

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

MLA Handbook (7th Edition):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Web. 21 Jul 2019.

Vancouver:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11394/4222.

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

Council of Science Editors:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4222

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


University of Johannesburg

30. Pule, Sechaba Precious. The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD).

Degree: 2014, University of Johannesburg

M.Ed. (ICTS in Education)

Please refer to full text to view abstract

Subjects/Keywords: Special education - South Africa - Gauteng - Computer-assisted instrcution; Inclusive education - South Africa - Gauteng; Mainstreaming in education - South Africa - Gauteng

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

APA (6th Edition):

Pule, S. P. (2014). The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD). (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10287

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):

Pule, Sechaba Precious. “The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD).” 2014. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/10287.

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

MLA Handbook (7th Edition):

Pule, Sechaba Precious. “The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD).” 2014. Web. 21 Jul 2019.

Vancouver:

Pule SP. The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD). [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/10287.

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

Council of Science Editors:

Pule SP. The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD). [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10287

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

[1] [2] [3] [4] [5] … [1972]

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