Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

University: University of Pretoria

You searched for subject:(Inclusive education). Showing records 1 – 30 of 38 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

Levels

▼ Search Limiters


University of Pretoria

1. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 June 25, 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. 25 Jun 2019.

Vancouver:

Mtsweni TR. The decision-making process of employing facilitators in inclusive primary schools. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 25]. 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 Pretoria

2. Berger, Michele. The role of the educational psychologist in supporting inclusion at school level.

Degree: Educational Psychology, 2014, University of Pretoria

 The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa.… (more)

Subjects/Keywords: Barriers to learning; Collaboration; Educational psychologist; Inclusion; Inclusive education; Mainstreaming; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Berger, M. (2014). The role of the educational psychologist in supporting inclusion at school level. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40459

Chicago Manual of Style (16th Edition):

Berger, Michele. “The role of the educational psychologist in supporting inclusion at school level.” 2014. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/40459.

MLA Handbook (7th Edition):

Berger, Michele. “The role of the educational psychologist in supporting inclusion at school level.” 2014. Web. 25 Jun 2019.

Vancouver:

Berger M. The role of the educational psychologist in supporting inclusion at school level. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/40459.

Council of Science Editors:

Berger M. The role of the educational psychologist in supporting inclusion at school level. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40459


University of Pretoria

3. Raynham, Catherine Louise. School Management Teams' motivation of teachers in inclusive classrooms.

Degree: MEd, Education Management and Policy Studies, 2017, University of Pretoria

 Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private… (more)

Subjects/Keywords: UCTD; Inclusive education; Motivation; School Management Teams; Support

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Raynham, C. (2017). School Management Teams' motivation of teachers in inclusive classrooms. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60975

Chicago Manual of Style (16th Edition):

Raynham, Catherine. “School Management Teams' motivation of teachers in inclusive classrooms.” 2017. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/60975.

MLA Handbook (7th Edition):

Raynham, Catherine. “School Management Teams' motivation of teachers in inclusive classrooms.” 2017. Web. 25 Jun 2019.

Vancouver:

Raynham C. School Management Teams' motivation of teachers in inclusive classrooms. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/60975.

Council of Science Editors:

Raynham C. School Management Teams' motivation of teachers in inclusive classrooms. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60975


University of Pretoria

4. Archer, Karen. How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support.

Degree: Educational Psychology, 2013, University of Pretoria

 The purpose of the study was to explore how mothers experience the support provided by the educational psychologist for their children with ADHD. The conceptual… (more)

Subjects/Keywords: Inclusion; Inclusive education; Attention Deficit Hyperactivity Disorder; Educational psychologist; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Archer, K. (2013). How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/36807

Chicago Manual of Style (16th Edition):

Archer, Karen. “How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support.” 2013. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/36807.

MLA Handbook (7th Edition):

Archer, Karen. “How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support.” 2013. Web. 25 Jun 2019.

Vancouver:

Archer K. How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/36807.

Council of Science Editors:

Archer K. How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/36807


University of Pretoria

5. Phahlamohlaka, Teuns. Challenges of inclusive education in multicultural public primary schools.

Degree: MEd, Education Management and Policy Studies, 2017, University of Pretoria

 After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and… (more)

Subjects/Keywords: UCTD; Inclusive education; Multicultural classes; South African Schools Act; Education challenges and support structures

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Phahlamohlaka, T. (2017). Challenges of inclusive education in multicultural public primary schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60972

Chicago Manual of Style (16th Edition):

Phahlamohlaka, Teuns. “Challenges of inclusive education in multicultural public primary schools.” 2017. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/60972.

MLA Handbook (7th Edition):

Phahlamohlaka, Teuns. “Challenges of inclusive education in multicultural public primary schools.” 2017. Web. 25 Jun 2019.

Vancouver:

Phahlamohlaka T. Challenges of inclusive education in multicultural public primary schools. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/60972.

Council of Science Editors:

Phahlamohlaka T. Challenges of inclusive education in multicultural public primary schools. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60972


University of Pretoria

6. Steenkamp, Ute. A retrospective study on transforming a mainstream school into a full-service school.

Degree: Educational Psychology, 2013, University of Pretoria

 In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by… (more)

Subjects/Keywords: White paper 6; Full-service schools; Transition; Mainstream shools; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Steenkamp, U. (2013). A retrospective study on transforming a mainstream school into a full-service school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24475

Chicago Manual of Style (16th Edition):

Steenkamp, Ute. “A retrospective study on transforming a mainstream school into a full-service school.” 2013. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/24475.

MLA Handbook (7th Edition):

Steenkamp, Ute. “A retrospective study on transforming a mainstream school into a full-service school.” 2013. Web. 25 Jun 2019.

Vancouver:

Steenkamp U. A retrospective study on transforming a mainstream school into a full-service school. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/24475.

Council of Science Editors:

Steenkamp U. A retrospective study on transforming a mainstream school into a full-service school. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/24475


University of Pretoria

7. [No author]. A retrospective study on transforming a mainstream school into a full-service school .

Degree: 2013, University of Pretoria

 In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by… (more)

Subjects/Keywords: White paper 6; Full-service schools; Transition; Mainstream shools; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2013). A retrospective study on transforming a mainstream school into a full-service school . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05082013-183643/

Chicago Manual of Style (16th Edition):

author], [No. “A retrospective study on transforming a mainstream school into a full-service school .” 2013. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-05082013-183643/.

MLA Handbook (7th Edition):

author], [No. “A retrospective study on transforming a mainstream school into a full-service school .” 2013. Web. 25 Jun 2019.

Vancouver:

author] [. A retrospective study on transforming a mainstream school into a full-service school . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-05082013-183643/.

Council of Science Editors:

author] [. A retrospective study on transforming a mainstream school into a full-service school . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-05082013-183643/


University of Pretoria

8. Erasmus, Wilma. Exploring quality and diversity : the role of the teacher in a class of diverse learners.

Degree: Science, Mathematics and Technology Education, 2012, University of Pretoria

 The advent of democracy has witnessed radical changes in the demographic constitution of the learner population in schools. Many teachers now encounter classes that comprise… (more)

Subjects/Keywords: Learners; Teachers; Role of a teacher; Diversity; Inclusive education; Cooperative learning; Quality assurance; Quality education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Erasmus, W. (2012). Exploring quality and diversity : the role of the teacher in a class of diverse learners. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27821

Chicago Manual of Style (16th Edition):

Erasmus, Wilma. “Exploring quality and diversity : the role of the teacher in a class of diverse learners.” 2012. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/27821.

MLA Handbook (7th Edition):

Erasmus, Wilma. “Exploring quality and diversity : the role of the teacher in a class of diverse learners.” 2012. Web. 25 Jun 2019.

Vancouver:

Erasmus W. Exploring quality and diversity : the role of the teacher in a class of diverse learners. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/27821.

Council of Science Editors:

Erasmus W. Exploring quality and diversity : the role of the teacher in a class of diverse learners. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/27821


University of Pretoria

9. [No author]. Exploring quality and diversity : the role of the teacher in a class of diverse learners .

Degree: 2012, University of Pretoria

 The advent of democracy has witnessed radical changes in the demographic constitution of the learner population in schools. Many teachers now encounter classes that comprise… (more)

Subjects/Keywords: Learners; Teachers; Role of a teacher; Diversity; Inclusive education; Cooperative learning; Quality assurance; Quality education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2012). Exploring quality and diversity : the role of the teacher in a class of diverse learners . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02092012-142013/

Chicago Manual of Style (16th Edition):

author], [No. “Exploring quality and diversity : the role of the teacher in a class of diverse learners .” 2012. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-02092012-142013/.

MLA Handbook (7th Edition):

author], [No. “Exploring quality and diversity : the role of the teacher in a class of diverse learners .” 2012. Web. 25 Jun 2019.

Vancouver:

author] [. Exploring quality and diversity : the role of the teacher in a class of diverse learners . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-02092012-142013/.

Council of Science Editors:

author] [. Exploring quality and diversity : the role of the teacher in a class of diverse learners . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-02092012-142013/


University of Pretoria

10. MacIntosh, Jolene. Teachers' experiences of teaching learners diagnosed with autism.

Degree: Educational Psychology, 2014, University of Pretoria

 The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that… (more)

Subjects/Keywords: Autism; Teacher experiences; Inclusive education; Authentic inclusion; Eco-systemic perspective; Teacher training; Experiences; Learners with autism; PECS; Autism specific programmes; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

MacIntosh, J. (2014). Teachers' experiences of teaching learners diagnosed with autism. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40461

Chicago Manual of Style (16th Edition):

MacIntosh, Jolene. “Teachers' experiences of teaching learners diagnosed with autism.” 2014. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/40461.

MLA Handbook (7th Edition):

MacIntosh, Jolene. “Teachers' experiences of teaching learners diagnosed with autism.” 2014. Web. 25 Jun 2019.

Vancouver:

MacIntosh J. Teachers' experiences of teaching learners diagnosed with autism. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/40461.

Council of Science Editors:

MacIntosh J. Teachers' experiences of teaching learners diagnosed with autism. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40461


University of Pretoria

11. Masango, Johannes Mboneni. The roles of the principal and the SBST in supporting teachers teaching inclusive education.

Degree: Education Management and Policy Studies, 2013, University of Pretoria

 This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper… (more)

Subjects/Keywords: Curriculum; Training; Support; School-based support teams (sbst); White paper 6; District support team; Mainstream classes; School management team; Skills; Learning barriers; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Masango, J. (2013). The roles of the principal and the SBST in supporting teachers teaching inclusive education. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25820

Chicago Manual of Style (16th Edition):

Masango, Johannes. “The roles of the principal and the SBST in supporting teachers teaching inclusive education.” 2013. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/25820.

MLA Handbook (7th Edition):

Masango, Johannes. “The roles of the principal and the SBST in supporting teachers teaching inclusive education.” 2013. Web. 25 Jun 2019.

Vancouver:

Masango J. The roles of the principal and the SBST in supporting teachers teaching inclusive education. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/25820.

Council of Science Editors:

Masango J. The roles of the principal and the SBST in supporting teachers teaching inclusive education. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/25820


University of Pretoria

12. Fourie, Christina Margaret. The nature of friendship amongst adolescents with learning impairment in a specialised school.

Degree: Educational Psychology, 2011, University of Pretoria

 Friendship and peer acceptance is an important facet of any adolescent’s development. Adolescence is recognised as a period of discovering and forming one’s identity. When… (more)

Subjects/Keywords: Social skills; Social identity theory; Adolescence; Learner impairment; Friendship; Social comparison; Self-concept; School for learners with learning impairments; Inclusive education; Peer group; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fourie, C. (2011). The nature of friendship amongst adolescents with learning impairment in a specialised school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28489

Chicago Manual of Style (16th Edition):

Fourie, Christina. “The nature of friendship amongst adolescents with learning impairment in a specialised school.” 2011. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/28489.

MLA Handbook (7th Edition):

Fourie, Christina. “The nature of friendship amongst adolescents with learning impairment in a specialised school.” 2011. Web. 25 Jun 2019.

Vancouver:

Fourie C. The nature of friendship amongst adolescents with learning impairment in a specialised school. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/28489.

Council of Science Editors:

Fourie C. The nature of friendship amongst adolescents with learning impairment in a specialised school. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28489


University of Pretoria

13. Potgieter-Groot, Lucia Christina. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans).

Degree: Psychology, 2010, University of Pretoria

 AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieë wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes… (more)

Subjects/Keywords: Behavioural needs; Aandagtekort/hiperaktiwiteitversteuring; Insluitende onderwys; Kinderpatologie; Gedragsbehoeftes; Opvoederopleiding; Sistemiese verandering; Gedragsbehoeftes; Aksienavorsing; Gemeenskapsielkunde; Emotional needs; Attention deficit hyperactivity disorder; Child pathology classroom strategies; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Potgieter-Groot, L. C. (2010). Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28566

Chicago Manual of Style (16th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans).” 2010. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/28566.

MLA Handbook (7th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans).” 2010. Web. 25 Jun 2019.

Vancouver:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/28566.

Council of Science Editors:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28566


University of Pretoria

14. Swanepoel, Hanlie. Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome.

Degree: Educational Psychology, 2014, University of Pretoria

 The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers… (more)

Subjects/Keywords: Inclusive Education; Dialogue; Monologue; Positions; Shadow positions; Position repertoire; Dialogical Self theory; Positioning theory; Phenomenology; Spatiotemporal linguistic; Dialogical space; Short term and long term goals; Learning support; Assessment; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Swanepoel, H. (2014). Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40367

Chicago Manual of Style (16th Edition):

Swanepoel, Hanlie. “Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome.” 2014. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/40367.

MLA Handbook (7th Edition):

Swanepoel, Hanlie. “Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome.” 2014. Web. 25 Jun 2019.

Vancouver:

Swanepoel H. Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/40367.

Council of Science Editors:

Swanepoel H. Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40367


University of Pretoria

15. Gous, Jennifer Glenda. How inclusive education is understood by principals of independent schools.

Degree: Education Management and Policy Studies, 2010, University of Pretoria

 In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually… (more)

Subjects/Keywords: Exclusion; Disability; Crystallisation; Cognitive disability; Segregation; Special needs; Biographical narrative research; Social justice; Inclusion; Inclusive education; Inclusivity; Integration; Children with disabilities; Mainstream; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gous, J. (2010). How inclusive education is understood by principals of independent schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24118

Chicago Manual of Style (16th Edition):

Gous, Jennifer. “How inclusive education is understood by principals of independent schools.” 2010. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/24118.

MLA Handbook (7th Edition):

Gous, Jennifer. “How inclusive education is understood by principals of independent schools.” 2010. Web. 25 Jun 2019.

Vancouver:

Gous J. How inclusive education is understood by principals of independent schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/24118.

Council of Science Editors:

Gous J. How inclusive education is understood by principals of independent schools. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24118


University of Pretoria

16. [No author]. The roles of the principal and the SBST in supporting teachers teaching inclusive education .

Degree: 2013, University of Pretoria

 This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper… (more)

Subjects/Keywords: Curriculum; Training; Support; School-based support teams (sbst); White paper 6; District support team; Mainstream classes; School management team; Skills; Learning barriers; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2013). The roles of the principal and the SBST in supporting teachers teaching inclusive education . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06242013-164417/

Chicago Manual of Style (16th Edition):

author], [No. “The roles of the principal and the SBST in supporting teachers teaching inclusive education .” 2013. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-06242013-164417/.

MLA Handbook (7th Edition):

author], [No. “The roles of the principal and the SBST in supporting teachers teaching inclusive education .” 2013. Web. 25 Jun 2019.

Vancouver:

author] [. The roles of the principal and the SBST in supporting teachers teaching inclusive education . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-06242013-164417/.

Council of Science Editors:

author] [. The roles of the principal and the SBST in supporting teachers teaching inclusive education . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-06242013-164417/


University of Pretoria

17. [No author]. How inclusive education is understood by principals of independent schools .

Degree: 2010, University of Pretoria

 In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually… (more)

Subjects/Keywords: Exclusion; Disability; Crystallisation; Cognitive disability; Segregation; Special needs; Biographical narrative research; Social justice; Inclusion; Inclusive education; Inclusivity; Integration; Children with disabilities; Mainstream; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2010). How inclusive education is understood by principals of independent schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04242010-192908/

Chicago Manual of Style (16th Edition):

author], [No. “How inclusive education is understood by principals of independent schools .” 2010. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-04242010-192908/.

MLA Handbook (7th Edition):

author], [No. “How inclusive education is understood by principals of independent schools .” 2010. Web. 25 Jun 2019.

Vancouver:

author] [. How inclusive education is understood by principals of independent schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-04242010-192908/.

Council of Science Editors:

author] [. How inclusive education is understood by principals of independent schools . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-04242010-192908/


University of Pretoria

18. [No author]. The nature of friendship amongst adolescents with learning impairment in a specialised school .

Degree: 2011, University of Pretoria

 Friendship and peer acceptance is an important facet of any adolescent’s development. Adolescence is recognised as a period of discovering and forming one’s identity. When… (more)

Subjects/Keywords: Social skills; Social identity theory; Adolescence; Learner impairment; Friendship; Social comparison; Self-concept; School for learners with learning impairments; Inclusive education; Peer group; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2011). The nature of friendship amongst adolescents with learning impairment in a specialised school . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10062011-171748/

Chicago Manual of Style (16th Edition):

author], [No. “The nature of friendship amongst adolescents with learning impairment in a specialised school .” 2011. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-10062011-171748/.

MLA Handbook (7th Edition):

author], [No. “The nature of friendship amongst adolescents with learning impairment in a specialised school .” 2011. Web. 25 Jun 2019.

Vancouver:

author] [. The nature of friendship amongst adolescents with learning impairment in a specialised school . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-10062011-171748/.

Council of Science Editors:

author] [. The nature of friendship amongst adolescents with learning impairment in a specialised school . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10062011-171748/


University of Pretoria

19. Potgieter-Groot, Lucia Christina. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) .

Degree: 2010, University of Pretoria

 AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieë wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes… (more)

Subjects/Keywords: Behavioural needs; Aandagtekort/hiperaktiwiteitversteuring; Insluitende onderwys; Kinderpatologie; Gedragsbehoeftes; Opvoederopleiding; Sistemiese verandering; Gedragsbehoeftes; Aksienavorsing; Gemeenskapsielkunde; Emotional needs; Attention deficit hyperactivity disorder; Child pathology classroom strategies; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Potgieter-Groot, L. C. (2010). Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10092010-132004/

Chicago Manual of Style (16th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) .” 2010. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-10092010-132004/.

MLA Handbook (7th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) .” 2010. Web. 25 Jun 2019.

Vancouver:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-10092010-132004/.

Council of Science Editors:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-10092010-132004/


University of Pretoria

20. Ledwaba, Gloria Gloria. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.

Degree: PhD, Early Childhood Education, 2018, University of Pretoria

 Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse… (more)

Subjects/Keywords: UCTD; Curriculum differentiation; Full-service schools; Learning support; Inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ledwaba, G. G. (2018). Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65439

Chicago Manual of Style (16th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/65439.

MLA Handbook (7th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Web. 25 Jun 2019.

Vancouver:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/65439.

Council of Science Editors:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Doctoral Dissertation]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65439


University of Pretoria

21. Le Hanie, Linda. Teaching mathematics to oral hearing impaired learners in an inclusive environment.

Degree: MEd, Science, Mathematics and Technology Education, 2018, University of Pretoria

Inclusive education came into the spot light with the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain in June 1994.… (more)

Subjects/Keywords: UCTD; Inclusive education; Hearing impaired; Teaching and learning; Language factors

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Le Hanie, L. (2018). Teaching mathematics to oral hearing impaired learners in an inclusive environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65440

Chicago Manual of Style (16th Edition):

Le Hanie, Linda. “Teaching mathematics to oral hearing impaired learners in an inclusive environment.” 2018. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/65440.

MLA Handbook (7th Edition):

Le Hanie, Linda. “Teaching mathematics to oral hearing impaired learners in an inclusive environment.” 2018. Web. 25 Jun 2019.

Vancouver:

Le Hanie L. Teaching mathematics to oral hearing impaired learners in an inclusive environment. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/65440.

Council of Science Editors:

Le Hanie L. Teaching mathematics to oral hearing impaired learners in an inclusive environment. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65440


University of Pretoria

22. Burgers, Rita Magrietha. Implementing the asset-based approach in a resource-constrained special school resource centre.

Degree: MEd, Educational Psychology, 2018, University of Pretoria

 Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education(more)

Subjects/Keywords: UCTD; Asset-based approach; Bio-ecological approach; Inclusive education; Resource-constrained

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burgers, R. M. (2018). Implementing the asset-based approach in a resource-constrained special school resource centre. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65480

Chicago Manual of Style (16th Edition):

Burgers, Rita Magrietha. “Implementing the asset-based approach in a resource-constrained special school resource centre.” 2018. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/65480.

MLA Handbook (7th Edition):

Burgers, Rita Magrietha. “Implementing the asset-based approach in a resource-constrained special school resource centre.” 2018. Web. 25 Jun 2019.

Vancouver:

Burgers RM. Implementing the asset-based approach in a resource-constrained special school resource centre. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/65480.

Council of Science Editors:

Burgers RM. Implementing the asset-based approach in a resource-constrained special school resource centre. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65480


University of Pretoria

23. Wickham, Louise. An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN).

Degree: Humanities Education, 2005, University of Pretoria

Please read the abstract in the section 00front of this document Advisors/Committee Members: Chamberlain, J.C. (advisor), Slabbert, J. A. (coadvisor).

Subjects/Keywords: Action research in education South Africa; Inclusive education; Reading remedial teaching; Reading disability; Special education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wickham, L. (2005). An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29184

Chicago Manual of Style (16th Edition):

Wickham, Louise. “An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN).” 2005. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/29184.

MLA Handbook (7th Edition):

Wickham, Louise. “An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN).” 2005. Web. 25 Jun 2019.

Vancouver:

Wickham L. An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN). [Internet] [Doctoral dissertation]. University of Pretoria; 2005. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/29184.

Council of Science Editors:

Wickham L. An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN). [Doctoral Dissertation]. University of Pretoria; 2005. Available from: http://hdl.handle.net/2263/29184


University of Pretoria

24. [No author]. An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN) .

Degree: 2005, University of Pretoria

Please read the abstract in the section 00front of this document Advisors/Committee Members: Chamberlain, J.C (advisor), Slabbert, J. A (advisor).

Subjects/Keywords: Action research in education South Africa; Inclusive education; Reading remedial teaching; Reading disability; Special education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2005). An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11022005-120813/

Chicago Manual of Style (16th Edition):

author], [No. “An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN) .” 2005. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-11022005-120813/.

MLA Handbook (7th Edition):

author], [No. “An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN) .” 2005. Web. 25 Jun 2019.

Vancouver:

author] [. An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN) . [Internet] [Doctoral dissertation]. University of Pretoria; 2005. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-11022005-120813/.

Council of Science Editors:

author] [. An action research study on the effects of cooperative paired reading on learners with special educational needs (LSEN) . [Doctoral Dissertation]. University of Pretoria; 2005. Available from: http://upetd.up.ac.za/thesis/available/etd-11022005-120813/


University of Pretoria

25. Laauwen, Hermanean May. Explaining "non-reform" in special needs education policy in South Africa.

Degree: Education Management and Policy Studies, 2005, University of Pretoria

 The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to… (more)

Subjects/Keywords: Policy-making; Political symbolism; Non-reform; Education for all; Barriers to learning; Policy development process; Inclusive education; Disability; Special needs education; Education white paper 6; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Laauwen, H. (2005). Explaining "non-reform" in special needs education policy in South Africa. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27834

Chicago Manual of Style (16th Edition):

Laauwen, Hermanean. “Explaining "non-reform" in special needs education policy in South Africa.” 2005. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/27834.

MLA Handbook (7th Edition):

Laauwen, Hermanean. “Explaining "non-reform" in special needs education policy in South Africa.” 2005. Web. 25 Jun 2019.

Vancouver:

Laauwen H. Explaining "non-reform" in special needs education policy in South Africa. [Internet] [Doctoral dissertation]. University of Pretoria; 2005. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/27834.

Council of Science Editors:

Laauwen H. Explaining "non-reform" in special needs education policy in South Africa. [Doctoral Dissertation]. University of Pretoria; 2005. Available from: http://hdl.handle.net/2263/27834


University of Pretoria

26. [No author]. Explaining "non-reform" in special needs education policy in South Africa .

Degree: 2005, University of Pretoria

 The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to… (more)

Subjects/Keywords: Policy-making; Political symbolism; Non-reform; Education for all; Barriers to learning; Policy development process; Inclusive education; Disability; Special needs education; Education white paper 6; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2005). Explaining "non-reform" in special needs education policy in South Africa . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09092004-092328/

Chicago Manual of Style (16th Edition):

author], [No. “Explaining "non-reform" in special needs education policy in South Africa .” 2005. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-09092004-092328/.

MLA Handbook (7th Edition):

author], [No. “Explaining "non-reform" in special needs education policy in South Africa .” 2005. Web. 25 Jun 2019.

Vancouver:

author] [. Explaining "non-reform" in special needs education policy in South Africa . [Internet] [Doctoral dissertation]. University of Pretoria; 2005. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-09092004-092328/.

Council of Science Editors:

author] [. Explaining "non-reform" in special needs education policy in South Africa . [Doctoral Dissertation]. University of Pretoria; 2005. Available from: http://upetd.up.ac.za/thesis/available/etd-09092004-092328/


University of Pretoria

27. Chilemba, Enoch MacDonnell. A critical appraisal of the right to primary education of children with disabilities in Malawi.

Degree: LLM, Centre for Human Rights, 2012, University of Pretoria

 Malawi is a state party to a number of international human rights instruments that guarantee the rights of children with disabilities (CWDs), which include the… (more)

Subjects/Keywords: UCTD; Disability rights; Socio-economic rights; Human rights  – Malawi; Children's rights  – Malawi; Children with disabilities  – Education (Elementary)  – Malawi; Right to education  – Malawi; Inclusive education  – Malawi; Education, Primary  – Malawi

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chilemba, E. M. (2012). A critical appraisal of the right to primary education of children with disabilities in Malawi. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/18605

Chicago Manual of Style (16th Edition):

Chilemba, Enoch MacDonnell. “A critical appraisal of the right to primary education of children with disabilities in Malawi.” 2012. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/18605.

MLA Handbook (7th Edition):

Chilemba, Enoch MacDonnell. “A critical appraisal of the right to primary education of children with disabilities in Malawi.” 2012. Web. 25 Jun 2019.

Vancouver:

Chilemba EM. A critical appraisal of the right to primary education of children with disabilities in Malawi. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/18605.

Council of Science Editors:

Chilemba EM. A critical appraisal of the right to primary education of children with disabilities in Malawi. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/18605


University of Pretoria

28. Pottas, Lidia. Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss.

Degree: Speech-Language Pathology and Audiology, 2006, University of Pretoria

 The entire context of South African education is undergoing a slow, yet definite metamorphosis, and inclusion is now nationally both a constitutional imperative and an… (more)

Subjects/Keywords: Inclusion of the child with a hearing loss; Teacher support; Teacher training; Teachers of children with hearing loss; Children with hearing loss; Educational audiologist; Educational audiology; Challenges in inclusive education; Inclusion; Teachers knowledge; Teachers attitudes; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pottas, Lidia. (2006). Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27804

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Pottas, Lidia. “Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss.” 2006. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/27804.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Pottas, Lidia. “Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss.” 2006. Web. 25 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Pottas, Lidia. Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss. [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/27804.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Pottas, Lidia. Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss. [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/27804

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Pretoria

29. Pottas, Lidia. Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss .

Degree: 2006, University of Pretoria

 The entire context of South African education is undergoing a slow, yet definite metamorphosis, and inclusion is now nationally both a constitutional imperative and an… (more)

Subjects/Keywords: Inclusion of the child with a hearing loss; Teacher support; Teacher training; Teachers of children with hearing loss; Children with hearing loss; Educational audiologist; Educational audiology; Challenges in inclusive education; Inclusion; Teachers knowledge; Teachers attitudes; Inclusive education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pottas, L. (2006). Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09072005-105219/

Chicago Manual of Style (16th Edition):

Pottas, Lidia. “Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss .” 2006. Doctoral Dissertation, University of Pretoria. Accessed June 25, 2019. http://upetd.up.ac.za/thesis/available/etd-09072005-105219/.

MLA Handbook (7th Edition):

Pottas, Lidia. “Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss .” 2006. Web. 25 Jun 2019.

Vancouver:

Pottas L. Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss . [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2019 Jun 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-09072005-105219/.

Council of Science Editors:

Pottas L. Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss . [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-09072005-105219/


University of Pretoria

30. Pijper, Noelene Carol. The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting.

Degree: Speech-Language Pathology and Audiology, 2005, University of Pretoria

 There is a need for information regarding the relationship of phonological awareness to reading and spelling in the multilingual learner in South Africa. The speech-language… (more)

Subjects/Keywords: English as additional language (eal); Phonological awareness; Reading; Spelling; Literacy; Inclusive education; Multilingualism; English as language of learning&teaching (ellt); Collaborative team approach; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pijper, N. (2005). The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27344

Chicago Manual of Style (16th Edition):

Pijper, Noelene. “The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting.” 2005. Masters Thesis, University of Pretoria. Accessed June 25, 2019. http://hdl.handle.net/2263/27344.

MLA Handbook (7th Edition):

Pijper, Noelene. “The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting.” 2005. Web. 25 Jun 2019.

Vancouver:

Pijper N. The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting. [Internet] [Masters thesis]. University of Pretoria; 2005. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2263/27344.

Council of Science Editors:

Pijper N. The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting. [Masters Thesis]. University of Pretoria; 2005. Available from: http://hdl.handle.net/2263/27344

[1] [2]

.