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University: University of South Africa

You searched for subject:(Inclusive education). Showing records 1 – 30 of 61 total matches.

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University of South Africa

1. Van Vuuren, Celeste Janse. The impact of disability on siblings of children with disabilities .

Degree: 2013, University of South Africa

 Sibling relationships are dynamic within any family context and disabilities add a different and even more complex dimension to a family context. In addition, inclusion… (more)

Subjects/Keywords: Siblings; Disabilities; Middle childhood; Inclusive education; Inclusive society

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APA (6th Edition):

Van Vuuren, C. J. (2013). The impact of disability on siblings of children with disabilities . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10496

Chicago Manual of Style (16th Edition):

Van Vuuren, Celeste Janse. “The impact of disability on siblings of children with disabilities .” 2013. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/10496.

MLA Handbook (7th Edition):

Van Vuuren, Celeste Janse. “The impact of disability on siblings of children with disabilities .” 2013. Web. 17 Jun 2019.

Vancouver:

Van Vuuren CJ. The impact of disability on siblings of children with disabilities . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/10496.

Council of Science Editors:

Van Vuuren CJ. The impact of disability on siblings of children with disabilities . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10496


University of South Africa

2. Luningo, Mziwonke. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.

Degree: 2015, University of South Africa

 Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive(more)

Subjects/Keywords: Professional development; Support; Implement; Inclusive education

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APA (6th Edition):

Luningo, M. (2015). Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18603

Chicago Manual of Style (16th Edition):

Luningo, Mziwonke. “Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.” 2015. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/18603.

MLA Handbook (7th Edition):

Luningo, Mziwonke. “Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.” 2015. Web. 17 Jun 2019.

Vancouver:

Luningo M. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/18603.

Council of Science Editors:

Luningo M. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18603


University of South Africa

3. Morelle, Mokwena. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.

Degree: 2016, University of South Africa

 The purpose of this study is to explore the challenges experienced by learners with visual impairment in two mainstream schools in Klerksdorp, Dr Kenneth Kaunda… (more)

Subjects/Keywords: Inclusive education; Mainstreaming; Curriculum; Visual impairment; Inclusion

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APA (6th Edition):

Morelle, M. (2016). Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23125

Chicago Manual of Style (16th Edition):

Morelle, Mokwena. “Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.” 2016. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/23125.

MLA Handbook (7th Edition):

Morelle, Mokwena. “Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.” 2016. Web. 17 Jun 2019.

Vancouver:

Morelle M. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/23125.

Council of Science Editors:

Morelle M. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23125


University of South Africa

4. Motitswe, Jacomina Mokgadi Christine. Teaching and learning methods in inclusive classrooms in the foundation phase .

Degree: 2012, University of South Africa

 The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service… (more)

Subjects/Keywords: Inclusive education; Foundation phase; Full-service schools

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APA (6th Edition):

Motitswe, J. M. C. (2012). Teaching and learning methods in inclusive classrooms in the foundation phase . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6037

Chicago Manual of Style (16th Edition):

Motitswe, Jacomina Mokgadi Christine. “Teaching and learning methods in inclusive classrooms in the foundation phase .” 2012. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/6037.

MLA Handbook (7th Edition):

Motitswe, Jacomina Mokgadi Christine. “Teaching and learning methods in inclusive classrooms in the foundation phase .” 2012. Web. 17 Jun 2019.

Vancouver:

Motitswe JMC. Teaching and learning methods in inclusive classrooms in the foundation phase . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/6037.

Council of Science Editors:

Motitswe JMC. Teaching and learning methods in inclusive classrooms in the foundation phase . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6037


University of South Africa

5. Tshifura, Azwihangwisi Rose. Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province .

Degree: 2013, University of South Africa

 The implementation of inclusive education is a challenge to most educators. The real challenge lies in the management of inclusive education. The researcher, therefore, adopted… (more)

Subjects/Keywords: Diverse needs; Equal education for all; Inclusion; Inclusive education; Inclusive schools; Institutional level support teams; Integration; Mainstreaming; Managing inclusive education; Special education needs

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APA (6th Edition):

Tshifura, A. R. (2013). Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/8838

Chicago Manual of Style (16th Edition):

Tshifura, Azwihangwisi Rose. “Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province .” 2013. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/8838.

MLA Handbook (7th Edition):

Tshifura, Azwihangwisi Rose. “Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province .” 2013. Web. 17 Jun 2019.

Vancouver:

Tshifura AR. Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/8838.

Council of Science Editors:

Tshifura AR. Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/8838


University of South Africa

6. Zwelibanzi, Carol Mathapelo. An investigation into issues and challenges in implementing environmental education in special schools in South Africa.

Degree: 2016, University of South Africa

 The purpose of this study was to investigate the challenges that are met by the teachers in selected secondary level special schools, catering for physically… (more)

Subjects/Keywords: Curriculum adaptation; Environmental education; Inclusive education; Special schools; Special needs learners

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APA (6th Edition):

Zwelibanzi, C. M. (2016). An investigation into issues and challenges in implementing environmental education in special schools in South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21701

Chicago Manual of Style (16th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/21701.

MLA Handbook (7th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Web. 17 Jun 2019.

Vancouver:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/21701.

Council of Science Editors:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21701


University of South Africa

7. Tugli, Augustine Kwame. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .

Degree: 2013, University of South Africa

 Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education(more)

Subjects/Keywords: Challenges; Needs; Learners; Disability; Impairment; Inclusive education; Institution of higher education

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APA (6th Edition):

Tugli, A. K. (2013). Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/10396

Chicago Manual of Style (16th Edition):

Tugli, Augustine Kwame. “Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .” 2013. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/10396.

MLA Handbook (7th Edition):

Tugli, Augustine Kwame. “Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .” 2013. Web. 17 Jun 2019.

Vancouver:

Tugli AK. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/10396.

Council of Science Editors:

Tugli AK. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10396


University of South Africa

8. Kahsay Hailu Negash. The inclusion of visually-impaired learners in Ethiopian secondary schools.

Degree: 2017, University of South Africa

 The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research… (more)

Subjects/Keywords: Inclusion; Inclusive education; Inclusive schools; Special needs education; Special educational needs; Disability; Impairment; Visual impairment; Blind; Low vision

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APA (6th Edition):

Negash, K. H. (2017). The inclusion of visually-impaired learners in Ethiopian secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23484

Chicago Manual of Style (16th Edition):

Negash, Kahsay Hailu. “The inclusion of visually-impaired learners in Ethiopian secondary schools.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/23484.

MLA Handbook (7th Edition):

Negash, Kahsay Hailu. “The inclusion of visually-impaired learners in Ethiopian secondary schools.” 2017. Web. 17 Jun 2019.

Vancouver:

Negash KH. The inclusion of visually-impaired learners in Ethiopian secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/23484.

Council of Science Editors:

Negash KH. The inclusion of visually-impaired learners in Ethiopian secondary schools. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23484


University of South Africa

9. Malahlela, Moyagabo Kate. Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa.

Degree: 2017, University of South Africa

 The study sought to investigate educators’ perceptions of the implementation of Inclusive Education in mainstream secondary schools around Polokwane, Limpopo Province of South Africa. The… (more)

Subjects/Keywords: Inclusive education; Inclusion; Perceptions; Mainstream schools; Disability; Barriers to learning; Inclusive policy; Educator training; Special needs education; South Africa

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APA (6th Edition):

Malahlela, M. K. (2017). Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24436

Chicago Manual of Style (16th Edition):

Malahlela, Moyagabo Kate. “Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/24436.

MLA Handbook (7th Edition):

Malahlela, Moyagabo Kate. “Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa.” 2017. Web. 17 Jun 2019.

Vancouver:

Malahlela MK. Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/24436.

Council of Science Editors:

Malahlela MK. Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24436


University of South Africa

10. Dube, Florence. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.

Degree: 2015, University of South Africa

 Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse… (more)

Subjects/Keywords: Multiple Intelligences Theory; Gifted learners; Trainee teacher; Teacher education; Mentor; Inclusive education; Gifted education

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APA (6th Edition):

Dube, F. (2015). Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19101

Chicago Manual of Style (16th Edition):

Dube, Florence. “Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/19101.

MLA Handbook (7th Edition):

Dube, Florence. “Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.” 2015. Web. 17 Jun 2019.

Vancouver:

Dube F. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/19101.

Council of Science Editors:

Dube F. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19101


University of South Africa

11. Kebede Abichu Kabeto. Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia.

Degree: 2015, University of South Africa

 The purpose of this study was to explore the academic experiences of learners with low vision in integrated schools. Based on the findings from the… (more)

Subjects/Keywords: Low vision; Visual impairment; Integrated schools; Inclusive education

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APA (6th Edition):

Kabeto, K. A. (2015). Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19834

Chicago Manual of Style (16th Edition):

Kabeto, Kebede Abichu. “Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia.” 2015. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/19834.

MLA Handbook (7th Edition):

Kabeto, Kebede Abichu. “Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia.” 2015. Web. 17 Jun 2019.

Vancouver:

Kabeto KA. Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/19834.

Council of Science Editors:

Kabeto KA. Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19834


University of South Africa

12. Wentzel, Velma Dianne. Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities.

Degree: 2016, University of South Africa

 This research focuses on the experiences of primary school teachers in providing learning support for learners with mild intellectual disabilities. In South Africa, most learners… (more)

Subjects/Keywords: Barriers to learning; Inclusive education; Learning support; Mild intellectual disabilities

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APA (6th Edition):

Wentzel, V. D. (2016). Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21926

Chicago Manual of Style (16th Edition):

Wentzel, Velma Dianne. “Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities.” 2016. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/21926.

MLA Handbook (7th Edition):

Wentzel, Velma Dianne. “Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities.” 2016. Web. 17 Jun 2019.

Vancouver:

Wentzel VD. Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/21926.

Council of Science Editors:

Wentzel VD. Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21926


University of South Africa

13. Sambo, Tinyiko Florence. The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo.

Degree: 2018, University of South Africa

 The Early Childhood Development (ECD) policy of White Paper 5 protects the development right of children and to learn at an early age. In line… (more)

Subjects/Keywords: Accommodation; Grade R; Inclusive education; Integration; Mainstream schools; Practitioners; Support

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APA (6th Edition):

Sambo, T. F. (2018). The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24572

Chicago Manual of Style (16th Edition):

Sambo, Tinyiko Florence. “The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo.” 2018. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/24572.

MLA Handbook (7th Edition):

Sambo, Tinyiko Florence. “The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo.” 2018. Web. 17 Jun 2019.

Vancouver:

Sambo TF. The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo. [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/24572.

Council of Science Editors:

Sambo TF. The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo. [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24572


University of South Africa

14. Chauke, Margaret. The experiences of educators in management of inclusive classrooms.

Degree: 2017, University of South Africa

 Full-Service Schools are new institutions in South Africa which have been established in terms of the Education White Paper 6, Special Needs Education and Training… (more)

Subjects/Keywords: Barriers to learning and development; District-based support teams; Diversity and the learning context; Inclusion; Inclusive classrooms; Inclusive education; Inclusive schools; Learning support educators; Mainstreaming; School-based support teams

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APA (6th Edition):

Chauke, M. (2017). The experiences of educators in management of inclusive classrooms. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23487

Chicago Manual of Style (16th Edition):

Chauke, Margaret. “The experiences of educators in management of inclusive classrooms.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/23487.

MLA Handbook (7th Edition):

Chauke, Margaret. “The experiences of educators in management of inclusive classrooms.” 2017. Web. 17 Jun 2019.

Vancouver:

Chauke M. The experiences of educators in management of inclusive classrooms. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/23487.

Council of Science Editors:

Chauke M. The experiences of educators in management of inclusive classrooms. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23487


University of South Africa

15. Chimhenga, Sylod. An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools.

Degree: 2014, University of South Africa

 The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves… (more)

Subjects/Keywords: Assessment; Children with learning disabilities; Disabilities; Learning disabilities; Education; Inclusive education; Implementation of inclusive education; Inclusion; Special Needs Education; Attitudes; Policy and legislation; Material resources; School teachers

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APA (6th Edition):

Chimhenga, S. (2014). An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18876

Chicago Manual of Style (16th Edition):

Chimhenga, Sylod. “An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools.” 2014. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/18876.

MLA Handbook (7th Edition):

Chimhenga, Sylod. “An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools.” 2014. Web. 17 Jun 2019.

Vancouver:

Chimhenga S. An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/18876.

Council of Science Editors:

Chimhenga S. An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18876


University of South Africa

16. Haihambo, Cynthy. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .

Degree: 2010, University of South Africa

 This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies,… (more)

Subjects/Keywords: Inclusive education; Students with disabilities; Visual impairment; Physical disability; Special needs education

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APA (6th Edition):

Haihambo, C. (2010). Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3702

Chicago Manual of Style (16th Edition):

Haihambo, Cynthy. “Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .” 2010. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/3702.

MLA Handbook (7th Edition):

Haihambo, Cynthy. “Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .” 2010. Web. 17 Jun 2019.

Vancouver:

Haihambo C. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/3702.

Council of Science Editors:

Haihambo C. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3702


University of South Africa

17. Rheeders, Emmarentia Frederika. Die omvang en praktiese uitvoerbaarheid van ondersteunde inklusiewe onderwys in publieke laerskole in Gauteng .

Degree: 2010, University of South Africa

 South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South… (more)

Subjects/Keywords: Department of Education; District support teams; Institutional support teams; Inclusive education; Support systems; Support

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APA (6th Edition):

Rheeders, E. F. (2010). Die omvang en praktiese uitvoerbaarheid van ondersteunde inklusiewe onderwys in publieke laerskole in Gauteng . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4161

Chicago Manual of Style (16th Edition):

Rheeders, Emmarentia Frederika. “Die omvang en praktiese uitvoerbaarheid van ondersteunde inklusiewe onderwys in publieke laerskole in Gauteng .” 2010. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/4161.

MLA Handbook (7th Edition):

Rheeders, Emmarentia Frederika. “Die omvang en praktiese uitvoerbaarheid van ondersteunde inklusiewe onderwys in publieke laerskole in Gauteng .” 2010. Web. 17 Jun 2019.

Vancouver:

Rheeders EF. Die omvang en praktiese uitvoerbaarheid van ondersteunde inklusiewe onderwys in publieke laerskole in Gauteng . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/4161.

Council of Science Editors:

Rheeders EF. Die omvang en praktiese uitvoerbaarheid van ondersteunde inklusiewe onderwys in publieke laerskole in Gauteng . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4161


University of South Africa

18. Hlalethwa, Bella Dudula. Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad .

Degree: 2013, University of South Africa

 Literature indicates that there is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due… (more)

Subjects/Keywords: Inclusive education; Learners with reading difficulties; Teaching reading; Qualitative research; Foundation phase; Reading level

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APA (6th Edition):

Hlalethwa, B. D. (2013). Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13678

Chicago Manual of Style (16th Edition):

Hlalethwa, Bella Dudula. “Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad .” 2013. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/13678.

MLA Handbook (7th Edition):

Hlalethwa, Bella Dudula. “Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad .” 2013. Web. 17 Jun 2019.

Vancouver:

Hlalethwa BD. Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/13678.

Council of Science Editors:

Hlalethwa BD. Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13678


University of South Africa

19. Madihlaba, Sizakele Junneth. Supporting foundation phase learners with mathematical problems in the Bojanala District, North West.

Degree: 2013, University of South Africa

 The purpose of my study was to investigate about the support that Foundation Phase learners with Mathematical problems receive from different role players and to… (more)

Subjects/Keywords: Support; Inclusive education; Barriers to learning; Mathematics; Foundation Phase; School-based support; District-based support

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APA (6th Edition):

Madihlaba, S. J. (2013). Supporting foundation phase learners with mathematical problems in the Bojanala District, North West. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18232

Chicago Manual of Style (16th Edition):

Madihlaba, Sizakele Junneth. “Supporting foundation phase learners with mathematical problems in the Bojanala District, North West.” 2013. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/18232.

MLA Handbook (7th Edition):

Madihlaba, Sizakele Junneth. “Supporting foundation phase learners with mathematical problems in the Bojanala District, North West.” 2013. Web. 17 Jun 2019.

Vancouver:

Madihlaba SJ. Supporting foundation phase learners with mathematical problems in the Bojanala District, North West. [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/18232.

Council of Science Editors:

Madihlaba SJ. Supporting foundation phase learners with mathematical problems in the Bojanala District, North West. [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/18232


University of South Africa

20. Skrebneva, Iliana Viktorovna. Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools.

Degree: 2015, University of South Africa

 South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources… (more)

Subjects/Keywords: Inclusion; Inclusive education; Deaf learners; Auditory oral approach; Regular high schools; Curriculum adaptation

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

APA (6th Edition):

Skrebneva, I. V. (2015). Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19838

Chicago Manual of Style (16th Edition):

Skrebneva, Iliana Viktorovna. “Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/19838.

MLA Handbook (7th Edition):

Skrebneva, Iliana Viktorovna. “Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools.” 2015. Web. 17 Jun 2019.

Vancouver:

Skrebneva IV. Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/19838.

Council of Science Editors:

Skrebneva IV. Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19838


University of South Africa

21. Tuswa, Nobuntu Hicsonia. Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province.

Degree: 2016, University of South Africa

 According to White Paper 6, national policy regarding the provision of education in South Africa has changed since 1994 with an emphasis on the accommodation… (more)

Subjects/Keywords: Inclusive education; Barriers to learning; Full-service school; Support services; Ecosystemic theory

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APA (6th Edition):

Tuswa, N. H. (2016). Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22692

Chicago Manual of Style (16th Edition):

Tuswa, Nobuntu Hicsonia. “Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province.” 2016. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/22692.

MLA Handbook (7th Edition):

Tuswa, Nobuntu Hicsonia. “Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province.” 2016. Web. 17 Jun 2019.

Vancouver:

Tuswa NH. Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/22692.

Council of Science Editors:

Tuswa NH. Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22692


University of South Africa

22. Mbelu, Sifiso Emmanuel. Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal .

Degree: 2011, University of South Africa

 The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for… (more)

Subjects/Keywords: Inclusive education; Learning barriers; Underachievers; Cooperative learning; Learning support network; Special schools; Remediation

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APA (6th Edition):

Mbelu, S. E. (2011). Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5349

Chicago Manual of Style (16th Edition):

Mbelu, Sifiso Emmanuel. “Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal .” 2011. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/5349.

MLA Handbook (7th Edition):

Mbelu, Sifiso Emmanuel. “Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal .” 2011. Web. 17 Jun 2019.

Vancouver:

Mbelu SE. Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/5349.

Council of Science Editors:

Mbelu SE. Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5349


University of South Africa

23. Mahlo, Francina Dikeledi. Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng .

Degree: 2011, University of South Africa

 The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is… (more)

Subjects/Keywords: Learning support teachers; Inclusive education; District based support team; Institution level support team; Foundation phase

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

APA (6th Edition):

Mahlo, F. D. (2011). Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5692

Chicago Manual of Style (16th Edition):

Mahlo, Francina Dikeledi. “Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng .” 2011. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/5692.

MLA Handbook (7th Edition):

Mahlo, Francina Dikeledi. “Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng .” 2011. Web. 17 Jun 2019.

Vancouver:

Mahlo FD. Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/5692.

Council of Science Editors:

Mahlo FD. Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5692


University of South Africa

24. Jama, Pateka Pamella. Implementation of inclusive education in Mthatha district of the Eastern Cape Province .

Degree: 2014, University of South Africa

 This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set… (more)

Subjects/Keywords: Inclusive education; White Paper 6; Implementation principles for an inclusive school; Learning barriers; District-based support team (DBST); School-based support team (SBST)

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APA (6th Edition):

Jama, P. P. (2014). Implementation of inclusive education in Mthatha district of the Eastern Cape Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13679

Chicago Manual of Style (16th Edition):

Jama, Pateka Pamella. “Implementation of inclusive education in Mthatha district of the Eastern Cape Province .” 2014. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/13679.

MLA Handbook (7th Edition):

Jama, Pateka Pamella. “Implementation of inclusive education in Mthatha district of the Eastern Cape Province .” 2014. Web. 17 Jun 2019.

Vancouver:

Jama PP. Implementation of inclusive education in Mthatha district of the Eastern Cape Province . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/13679.

Council of Science Editors:

Jama PP. Implementation of inclusive education in Mthatha district of the Eastern Cape Province . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13679


University of South Africa

25. Joubert, Karen. Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng .

Degree: 2012, University of South Africa

 The purpose of this study is to identify the role of the parents in the continuous inclusion of learners with Down’s syndrome in inclusive education.… (more)

Subjects/Keywords: Inclusive education; Down’s syndrome; Role of the parents; Bio-ecological model of Brunfenbrenner; Inclusive schools; Qualitative phenomenological research; Inklusieweonderwys; Downsindroom; Ouers se rol; Bio-ekosistemiesebenaderingsmodel; Inklusieweskole; Kwalitatiewefenomenologiesestudie

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APA (6th Edition):

Joubert, K. (2012). Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7665

Chicago Manual of Style (16th Edition):

Joubert, Karen. “Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng .” 2012. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/7665.

MLA Handbook (7th Edition):

Joubert, Karen. “Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng .” 2012. Web. 17 Jun 2019.

Vancouver:

Joubert K. Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/7665.

Council of Science Editors:

Joubert K. Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7665


University of South Africa

26. Majoko, Tawanda. Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools .

Degree: 2013, University of South Africa

 The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for… (more)

Subjects/Keywords: Children with disabilities; Guidance and counselling; Disability; Inclusion; Inclusive education; Primary schools; School administrators; School counsellors; Special needs education; Zimbabwe

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APA (6th Edition):

Majoko, T. (2013). Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13515

Chicago Manual of Style (16th Edition):

Majoko, Tawanda. “Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools .” 2013. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/13515.

MLA Handbook (7th Edition):

Majoko, Tawanda. “Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools .” 2013. Web. 17 Jun 2019.

Vancouver:

Majoko T. Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/13515.

Council of Science Editors:

Majoko T. Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13515


University of South Africa

27. Matlala, Seemole Mariam. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.

Degree: 2015, University of South Africa

 The study, “Teacher support in the inclusive primary school: addressing barriers to learning in the classroom”, aims to investigate teacher support in addressing and reducing… (more)

Subjects/Keywords: Inclusive education; Barriers to learning; Support; Learners; Teachers; Classroom; School Based Support Team; District Based Support Team; Department of Education

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APA (6th Edition):

Matlala, S. M. (2015). Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18446

Chicago Manual of Style (16th Edition):

Matlala, Seemole Mariam. “Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.” 2015. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/18446.

MLA Handbook (7th Edition):

Matlala, Seemole Mariam. “Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.” 2015. Web. 17 Jun 2019.

Vancouver:

Matlala SM. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/18446.

Council of Science Editors:

Matlala SM. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18446


University of South Africa

28. Yohannes Gebretsadik Gebrehiwot. Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia.

Degree: 2015, University of South Africa

 This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students… (more)

Subjects/Keywords: Accessible curriculum; Accommodation; Assistive technology; Disability; Exclusion; Inclusion; Inclusive education; Models of disability; Special needs education; Visual impairment

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APA (6th Edition):

Gebrehiwot, Y. G. (2015). Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19196

Chicago Manual of Style (16th Edition):

Gebrehiwot, Yohannes Gebretsadik. “Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia.” 2015. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/19196.

MLA Handbook (7th Edition):

Gebrehiwot, Yohannes Gebretsadik. “Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia.” 2015. Web. 17 Jun 2019.

Vancouver:

Gebrehiwot YG. Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/19196.

Council of Science Editors:

Gebrehiwot YG. Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19196


University of South Africa

29. Teferi Adnew Zelelew. The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects.

Degree: 2016, University of South Africa

 The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all… (more)

Subjects/Keywords: Inclusion; Inclusive education; Impairment; Students with visual impairment; Higher education institutions; Challenges; Prospects; Delphi method; Support measures; Action plan

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APA (6th Edition):

Zelelew, T. A. (2016). The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22052

Chicago Manual of Style (16th Edition):

Zelelew, Teferi Adnew. “The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects.” 2016. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/22052.

MLA Handbook (7th Edition):

Zelelew, Teferi Adnew. “The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects.” 2016. Web. 17 Jun 2019.

Vancouver:

Zelelew TA. The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/22052.

Council of Science Editors:

Zelelew TA. The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22052


University of South Africa

30. Asaram, Anusha. The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study .

Degree: 2014, University of South Africa

 Upon close examination of Education White Paper 6: Building an Inclusive Education System, it became evident that, special schools have a crucial role to play.… (more)

Subjects/Keywords: Special schools; Special school resource centres; Learner support; High levels of support; Medical model; Social model; Barriers to learning; Inclusive education

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APA (6th Edition):

Asaram, A. (2014). The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14195

Chicago Manual of Style (16th Edition):

Asaram, Anusha. “The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study .” 2014. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/14195.

MLA Handbook (7th Edition):

Asaram, Anusha. “The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study .” 2014. Web. 17 Jun 2019.

Vancouver:

Asaram A. The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/14195.

Council of Science Editors:

Asaram A. The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14195

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