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Degree: MEd

You searched for subject:(Inclusive education). Showing records 1 – 26 of 26 total matches.

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University of Hong Kong

1. Lee, Ka-yin, Wendy. A case study of inclusive education in Hong Kong.

Degree: MEd, 2013, University of Hong Kong

This paper reports a case study conducted at a local Government-aided primary school in Hong Kong to explore the teaching and learning of three students… (more)

Subjects/Keywords: Inclusive education - China - Hong Kong - Case studies

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APA (6th Edition):

Lee, Ka-yin, W. (2013). A case study of inclusive education in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641

Chicago Manual of Style (16th Edition):

Lee, Ka-yin, Wendy. “A case study of inclusive education in Hong Kong.” 2013. Masters Thesis, University of Hong Kong. Accessed August 22, 2019. Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641.

MLA Handbook (7th Edition):

Lee, Ka-yin, Wendy. “A case study of inclusive education in Hong Kong.” 2013. Web. 22 Aug 2019.

Vancouver:

Lee, Ka-yin W. A case study of inclusive education in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Aug 22]. Available from: Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641.

Council of Science Editors:

Lee, Ka-yin W. A case study of inclusive education in Hong Kong. [Masters Thesis]. University of Hong Kong; 2013. Available from: Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641


Nelson Mandela Metropolitan University

2. Townsend, Sharon Brenda. The need for a remedial qualification within inclusive education.

Degree: MEd, Nelson Mandela Metropolitan University; Faculty of Edication, 2007, Nelson Mandela Metropolitan University

 Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as… (more)

Subjects/Keywords: Remedial teaching; Inclusive education; Children with disabilities  – Education; Mainstreaming in education

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APA (6th Edition):

Townsend, S. B. (2007). The need for a remedial qualification within inclusive education. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/622

Chicago Manual of Style (16th Edition):

Townsend, Sharon Brenda. “The need for a remedial qualification within inclusive education.” 2007. Masters Thesis, Nelson Mandela Metropolitan University. Accessed August 22, 2019. http://hdl.handle.net/10948/622.

MLA Handbook (7th Edition):

Townsend, Sharon Brenda. “The need for a remedial qualification within inclusive education.” 2007. Web. 22 Aug 2019.

Vancouver:

Townsend SB. The need for a remedial qualification within inclusive education. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2007. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10948/622.

Council of Science Editors:

Townsend SB. The need for a remedial qualification within inclusive education. [Masters Thesis]. Nelson Mandela Metropolitan University; 2007. Available from: http://hdl.handle.net/10948/622


University of Alberta

3. Davis, Nancy A. Inclusion within the middle school years.

Degree: MEd, Department of Educational Policy Studies, 2002, University of Alberta

"Spring 2002"

Subjects/Keywords: Inclusive education.; Middle school education.

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APA (6th Edition):

Davis, N. A. (2002). Inclusion within the middle school years. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/r781wh79z

Chicago Manual of Style (16th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Masters Thesis, University of Alberta. Accessed August 22, 2019. https://era.library.ualberta.ca/files/r781wh79z.

MLA Handbook (7th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Web. 22 Aug 2019.

Vancouver:

Davis NA. Inclusion within the middle school years. [Internet] [Masters thesis]. University of Alberta; 2002. [cited 2019 Aug 22]. Available from: https://era.library.ualberta.ca/files/r781wh79z.

Council of Science Editors:

Davis NA. Inclusion within the middle school years. [Masters Thesis]. University of Alberta; 2002. Available from: https://era.library.ualberta.ca/files/r781wh79z


Stellenbosch University

4. Bergstedt, Jo-Ann. Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms.

Degree: MEd, Educational Psychology, 2015, Stellenbosch University

ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a… (more)

Subjects/Keywords: Mainstreaming in education; Inclusive education; Children with disabilities  – Education; Teachers of children with disabilities; UCTD

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APA (6th Edition):

Bergstedt, J. (2015). Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96807

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

Chicago Manual of Style (16th Edition):

Bergstedt, Jo-Ann. “Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms.” 2015. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/96807.

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

MLA Handbook (7th Edition):

Bergstedt, Jo-Ann. “Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms.” 2015. Web. 22 Aug 2019.

Vancouver:

Bergstedt J. Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/96807.

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

Council of Science Editors:

Bergstedt J. Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96807

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


University of Pretoria

5. 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

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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 August 22, 2019. http://hdl.handle.net/2263/60975.

MLA Handbook (7th Edition):

Raynham, Catherine. “School Management Teams' motivation of teachers in inclusive classrooms.” 2017. Web. 22 Aug 2019.

Vancouver:

Raynham C. School Management Teams' motivation of teachers in inclusive classrooms. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Aug 22]. 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 Hong Kong

6. Choi, Kin-man, Josephine. A study of integrated education in Hong Kong: prospect for success?.

Degree: MEd, 2005, University of Hong Kong

published_or_final_version

abstract

Education

Master

Master of Education

Subjects/Keywords: Inclusive education - China - Hong Kong.

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APA (6th Edition):

Choi, Kin-man, J. (2005). A study of integrated education in Hong Kong: prospect for success?. (Masters Thesis). University of Hong Kong. Retrieved from Choi, K. J. [蔡健敏]. (2005). A study of integrated education in Hong Kong : prospect for success?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532279 ; http://dx.doi.org/10.5353/th_b3532279 ; http://hdl.handle.net/10722/41162

Chicago Manual of Style (16th Edition):

Choi, Kin-man, Josephine. “A study of integrated education in Hong Kong: prospect for success?.” 2005. Masters Thesis, University of Hong Kong. Accessed August 22, 2019. Choi, K. J. [蔡健敏]. (2005). A study of integrated education in Hong Kong : prospect for success?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532279 ; http://dx.doi.org/10.5353/th_b3532279 ; http://hdl.handle.net/10722/41162.

MLA Handbook (7th Edition):

Choi, Kin-man, Josephine. “A study of integrated education in Hong Kong: prospect for success?.” 2005. Web. 22 Aug 2019.

Vancouver:

Choi, Kin-man J. A study of integrated education in Hong Kong: prospect for success?. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2019 Aug 22]. Available from: Choi, K. J. [蔡健敏]. (2005). A study of integrated education in Hong Kong : prospect for success?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532279 ; http://dx.doi.org/10.5353/th_b3532279 ; http://hdl.handle.net/10722/41162.

Council of Science Editors:

Choi, Kin-man J. A study of integrated education in Hong Kong: prospect for success?. [Masters Thesis]. University of Hong Kong; 2005. Available from: Choi, K. J. [蔡健敏]. (2005). A study of integrated education in Hong Kong : prospect for success?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532279 ; http://dx.doi.org/10.5353/th_b3532279 ; http://hdl.handle.net/10722/41162


University of Pretoria

7. 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

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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 August 22, 2019. http://hdl.handle.net/2263/60972.

MLA Handbook (7th Edition):

Phahlamohlaka, Teuns. “Challenges of inclusive education in multicultural public primary schools.” 2017. Web. 22 Aug 2019.

Vancouver:

Phahlamohlaka T. Challenges of inclusive education in multicultural public primary schools. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Aug 22]. 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 Alberta

8. Sutherland, Lorna A. Friendships in dyadic relationships between a young adult with a developmental disability and a nondisabled peer.

Degree: MEd, Department of Educational Psychology, 2010, University of Alberta

 This study focused on the nature of friendship in each of two dyadic relationships between a young adult with a developmental disability and a nondisabled… (more)

Subjects/Keywords: Developmental Disability; Postsecondary; Nondisabled Peer; Dyads; Inclusive Education; Qualitative; Friendships; Young Adults; Videotapes

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APA (6th Edition):

Sutherland, L. A. (2010). Friendships in dyadic relationships between a young adult with a developmental disability and a nondisabled peer. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/fx719n57s

Chicago Manual of Style (16th Edition):

Sutherland, Lorna A. “Friendships in dyadic relationships between a young adult with a developmental disability and a nondisabled peer.” 2010. Masters Thesis, University of Alberta. Accessed August 22, 2019. https://era.library.ualberta.ca/files/fx719n57s.

MLA Handbook (7th Edition):

Sutherland, Lorna A. “Friendships in dyadic relationships between a young adult with a developmental disability and a nondisabled peer.” 2010. Web. 22 Aug 2019.

Vancouver:

Sutherland LA. Friendships in dyadic relationships between a young adult with a developmental disability and a nondisabled peer. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2019 Aug 22]. Available from: https://era.library.ualberta.ca/files/fx719n57s.

Council of Science Editors:

Sutherland LA. Friendships in dyadic relationships between a young adult with a developmental disability and a nondisabled peer. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/fx719n57s


Bowling Green State University

9. Ellerbrock, Rebecca S. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.

Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University

 Diversity in the classroom is growing rapidly with students reflecting differences in race, religion, disabilities, interests, backgrounds, and abilities. Differentiated instruction has been researched to… (more)

Subjects/Keywords: Education; Differentiated Instruction; DI; Engagement; Co-Teaching; Cotaught; Inclusion; Inclusive Classroom; Teaching

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APA (6th Edition):

Ellerbrock, R. S. (2011). Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966

Chicago Manual of Style (16th Edition):

Ellerbrock, Rebecca S. “Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.” 2011. Masters Thesis, Bowling Green State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

MLA Handbook (7th Edition):

Ellerbrock, Rebecca S. “Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.” 2011. Web. 22 Aug 2019.

Vancouver:

Ellerbrock RS. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

Council of Science Editors:

Ellerbrock RS. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966


University of Alberta

10. Hall, Shaun F. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

 The purpose of this study was to improve our understanding of what influences principals’ intentions toward including children with autism spectrum disorders (ASD) in general… (more)

Subjects/Keywords: TpB; intentions; special education; inclusion; educational psychology; principals'; theory of planned behaviour; autism; beliefs; leadership; ASD; inclusive education; Autism Spectrum Disorder

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APA (6th Edition):

Hall, S. F. (2012). Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5q47rq12x

Chicago Manual of Style (16th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Masters Thesis, University of Alberta. Accessed August 22, 2019. https://era.library.ualberta.ca/files/5q47rq12x.

MLA Handbook (7th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Web. 22 Aug 2019.

Vancouver:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Aug 22]. Available from: https://era.library.ualberta.ca/files/5q47rq12x.

Council of Science Editors:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/5q47rq12x


Stellenbosch University

11. Collair, Lynette Jennifer. Indicators of successful inclusion of a learner who is deaf in a mainstream class.

Degree: MEd, Educational Psychology, 2001, Stellenbosch University

ENGLISH ABSTRACT: Internationally, the right of people with disabilities to participate as full members of society presently receives high priority and inclusive education is one… (more)

Subjects/Keywords: Mainstreaming in education; Inclusive education; Hearing impaired children  – Education; Deaf  – Education; Dissertations  – Education

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APA (6th Edition):

Collair, L. J. (2001). Indicators of successful inclusion of a learner who is deaf in a mainstream class. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52305

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

Chicago Manual of Style (16th Edition):

Collair, Lynette Jennifer. “Indicators of successful inclusion of a learner who is deaf in a mainstream class.” 2001. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/52305.

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

MLA Handbook (7th Edition):

Collair, Lynette Jennifer. “Indicators of successful inclusion of a learner who is deaf in a mainstream class.” 2001. Web. 22 Aug 2019.

Vancouver:

Collair LJ. Indicators of successful inclusion of a learner who is deaf in a mainstream class. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/52305.

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

Council of Science Editors:

Collair LJ. Indicators of successful inclusion of a learner who is deaf in a mainstream class. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52305

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


University of Toledo

12. Smith, DeVona Diana. Childcare Providers’ Attitudes about Inclusion of Children with Special Needs.

Degree: MEd, Special Education, 2010, University of Toledo

 Positive attitudes and perceptions about inclusion practices are critical to successful inclusion settings. Childcare providers' comfort levels working with children that have special needs will… (more)

Subjects/Keywords: Special Education; Special Needs; Children; Inclusion; Inclusive childcare; Child Care Providers; Comfort Level; In-Service Trainings

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APA (6th Edition):

Smith, D. D. (2010). Childcare Providers’ Attitudes about Inclusion of Children with Special Needs. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491

Chicago Manual of Style (16th Edition):

Smith, DeVona Diana. “Childcare Providers’ Attitudes about Inclusion of Children with Special Needs.” 2010. Masters Thesis, University of Toledo. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.

MLA Handbook (7th Edition):

Smith, DeVona Diana. “Childcare Providers’ Attitudes about Inclusion of Children with Special Needs.” 2010. Web. 22 Aug 2019.

Vancouver:

Smith DD. Childcare Providers’ Attitudes about Inclusion of Children with Special Needs. [Internet] [Masters thesis]. University of Toledo; 2010. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.

Council of Science Editors:

Smith DD. Childcare Providers’ Attitudes about Inclusion of Children with Special Needs. [Masters Thesis]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491


Stellenbosch University

13. Oswald, Marietjie M. Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys.

Degree: MEd, Education Policy Studies, 2001, Stellenbosch University

ENGLISH ABSTRACT: Since 1994 the South African government has been committed to the transformation of the educational system driven by the process of democratisation. Inclusive(more)

Subjects/Keywords: Mainstreaming in education  – South Africa; Inclusive education  – South Africa; Teachers  – Attitudes; Dissertations  – Education

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APA (6th Edition):

Oswald, M. M. (2001). Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52208

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

Chicago Manual of Style (16th Edition):

Oswald, Marietjie M. “Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys.” 2001. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/52208.

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

MLA Handbook (7th Edition):

Oswald, Marietjie M. “Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys.” 2001. Web. 22 Aug 2019.

Vancouver:

Oswald MM. Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/52208.

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

Council of Science Editors:

Oswald MM. Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52208

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


University of Pretoria

14. 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

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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 August 22, 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. 22 Aug 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 Aug 22]. 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

15. 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

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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 August 22, 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. 22 Aug 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 Aug 22]. 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

16. Hannah, Julia Elizabeth. Secondary school teachers’ experiences of learning support.

Degree: MEd, Educational Psychology, 2015, Stellenbosch University

ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform… (more)

Subjects/Keywords: secondary school; teachers’ experiences; Inclusive education; Mainstreaming in education; Education (Secondary)  – Learning support; UCTD

…Indeed, in an inclusive education system it could be argued not only that “support is part of… …that it is the “cornerstone of successful inclusive education” (Swart & Pettipher, 2011… …Education, building an Inclusive Education and Training System (DoE, 2001b)  The… …x28;ILP) (DoE, 2005). Although inclusive education may reflect the… …Keegan, 2004). Much has been written about teachers’ responses to inclusive education… 

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APA (6th Edition):

Hannah, J. E. (2015). Secondary school teachers’ experiences of learning support. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96970

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

Chicago Manual of Style (16th Edition):

Hannah, Julia Elizabeth. “Secondary school teachers’ experiences of learning support.” 2015. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/96970.

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

MLA Handbook (7th Edition):

Hannah, Julia Elizabeth. “Secondary school teachers’ experiences of learning support.” 2015. Web. 22 Aug 2019.

Vancouver:

Hannah JE. Secondary school teachers’ experiences of learning support. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/96970.

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

Council of Science Editors:

Hannah JE. Secondary school teachers’ experiences of learning support. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96970

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


Stellenbosch University

17. Makhavhu, Thanyani Selinah. The implimantation [i.e. Implementation] of inclusive education : a support program for teachers.

Degree: MEd, Curriculum Studies, 2004, Stellenbosch University

ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the… (more)

Subjects/Keywords: Inclusive education; Teaching teams; Children with disabilities  – Education; Teachers of children with disabilities  – Training of; Dissertations  – Education

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APA (6th Edition):

Makhavhu, T. S. (2004). The implimantation [i.e. Implementation] of inclusive education : a support program for teachers. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50161

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

Chicago Manual of Style (16th Edition):

Makhavhu, Thanyani Selinah. “The implimantation [i.e. Implementation] of inclusive education : a support program for teachers.” 2004. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/50161.

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

MLA Handbook (7th Edition):

Makhavhu, Thanyani Selinah. “The implimantation [i.e. Implementation] of inclusive education : a support program for teachers.” 2004. Web. 22 Aug 2019.

Vancouver:

Makhavhu TS. The implimantation [i.e. Implementation] of inclusive education : a support program for teachers. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/50161.

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

Council of Science Editors:

Makhavhu TS. The implimantation [i.e. Implementation] of inclusive education : a support program for teachers. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/50161

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


Stellenbosch University

18. Nekhumbe, Julia Mulalo. Educators' perceptions about the implementation of inclusive education.

Degree: MEd, Curriculum Studies, 2004, Stellenbosch University

ENGLISH ABSTRACT: This study focuses on the perceptions of a selected primary school's educators concerning the implementation of inclusive education. Since the coming to power… (more)

Subjects/Keywords: Inclusive education  – South Africa  – Limpopo Province; Elementary school teachers  – South Africa  – Limpopo Province  – Attitudes; Dissertations  – Education

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APA (6th Edition):

Nekhumbe, J. M. (2004). Educators' perceptions about the implementation of inclusive education. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/49940

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

Chicago Manual of Style (16th Edition):

Nekhumbe, Julia Mulalo. “Educators' perceptions about the implementation of inclusive education.” 2004. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/49940.

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

MLA Handbook (7th Edition):

Nekhumbe, Julia Mulalo. “Educators' perceptions about the implementation of inclusive education.” 2004. Web. 22 Aug 2019.

Vancouver:

Nekhumbe JM. Educators' perceptions about the implementation of inclusive education. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/49940.

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

Council of Science Editors:

Nekhumbe JM. Educators' perceptions about the implementation of inclusive education. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/49940

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


Stellenbosch University

19. Ellman, Basil. The experiences of teachers in including learners with intellectual disabilities.

Degree: MEd, Educational Psychology, 2004, Stellenbosch University

ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being… (more)

Subjects/Keywords: Teachers of children with disabilities  – South Africa  – Western Cape  – Case studies; Inclusive education  – South Africa; Teacher-student relationships; Dissertations  – Education

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APA (6th Edition):

Ellman, B. (2004). The experiences of teachers in including learners with intellectual disabilities. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50152

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

Chicago Manual of Style (16th Edition):

Ellman, Basil. “The experiences of teachers in including learners with intellectual disabilities.” 2004. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/50152.

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

MLA Handbook (7th Edition):

Ellman, Basil. “The experiences of teachers in including learners with intellectual disabilities.” 2004. Web. 22 Aug 2019.

Vancouver:

Ellman B. The experiences of teachers in including learners with intellectual disabilities. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/50152.

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

Council of Science Editors:

Ellman B. The experiences of teachers in including learners with intellectual disabilities. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/50152

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


University of Hong Kong

20. 江志成.; Kong, Chi-shing, David. Teachers' attitudes towards inclusion.

Degree: MEd, 1999, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Inclusive education.; Secondary school teachers - Attitudes.; Inclusive education - China - Hong Kong.; Primary school teachers - Attitudes.; High school teachers - China - Hong Kong - Attitudes.; Elementary school teachers - China - Hong Kong - Attitudes.

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APA (6th Edition):

江志成.; Kong, Chi-shing, D. (1999). Teachers' attitudes towards inclusion. (Masters Thesis). University of Hong Kong. Retrieved from Kong, C. D. [江志成]. (1999). Teachers' attitudes towards inclusion. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196096 ; http://dx.doi.org/10.5353/th_b3196096 ; http://hdl.handle.net/10722/27739

Chicago Manual of Style (16th Edition):

江志成.; Kong, Chi-shing, David. “Teachers' attitudes towards inclusion.” 1999. Masters Thesis, University of Hong Kong. Accessed August 22, 2019. Kong, C. D. [江志成]. (1999). Teachers' attitudes towards inclusion. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196096 ; http://dx.doi.org/10.5353/th_b3196096 ; http://hdl.handle.net/10722/27739.

MLA Handbook (7th Edition):

江志成.; Kong, Chi-shing, David. “Teachers' attitudes towards inclusion.” 1999. Web. 22 Aug 2019.

Vancouver:

江志成.; Kong, Chi-shing D. Teachers' attitudes towards inclusion. [Internet] [Masters thesis]. University of Hong Kong; 1999. [cited 2019 Aug 22]. Available from: Kong, C. D. [江志成]. (1999). Teachers' attitudes towards inclusion. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196096 ; http://dx.doi.org/10.5353/th_b3196096 ; http://hdl.handle.net/10722/27739.

Council of Science Editors:

江志成.; Kong, Chi-shing D. Teachers' attitudes towards inclusion. [Masters Thesis]. University of Hong Kong; 1999. Available from: Kong, C. D. [江志成]. (1999). Teachers' attitudes towards inclusion. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196096 ; http://dx.doi.org/10.5353/th_b3196096 ; http://hdl.handle.net/10722/27739


University of Hong Kong

21. Chan, Yuk-king, Sally. Play and social interaction of children with disabilities in an inclusive child care centre.

Degree: MEd, 2005, University of Hong Kong

abstract

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Inclusive education - China - Hong Kong.; Children with disabilities - China - Hong Kong - Education.; Social interaction in children - China - Hong Kong.; Preschool children - China - Hong Kong.

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APA (6th Edition):

Chan, Yuk-king, S. (2005). Play and social interaction of children with disabilities in an inclusive child care centre. (Masters Thesis). University of Hong Kong. Retrieved from Chan, Y. S. [陳玉琼]. (2005). Play and social interaction of children with disabilities in an inclusive child care centre. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532569 ; http://dx.doi.org/10.5353/th_b3532569 ; http://hdl.handle.net/10722/27205

Chicago Manual of Style (16th Edition):

Chan, Yuk-king, Sally. “Play and social interaction of children with disabilities in an inclusive child care centre.” 2005. Masters Thesis, University of Hong Kong. Accessed August 22, 2019. Chan, Y. S. [陳玉琼]. (2005). Play and social interaction of children with disabilities in an inclusive child care centre. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532569 ; http://dx.doi.org/10.5353/th_b3532569 ; http://hdl.handle.net/10722/27205.

MLA Handbook (7th Edition):

Chan, Yuk-king, Sally. “Play and social interaction of children with disabilities in an inclusive child care centre.” 2005. Web. 22 Aug 2019.

Vancouver:

Chan, Yuk-king S. Play and social interaction of children with disabilities in an inclusive child care centre. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2019 Aug 22]. Available from: Chan, Y. S. [陳玉琼]. (2005). Play and social interaction of children with disabilities in an inclusive child care centre. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532569 ; http://dx.doi.org/10.5353/th_b3532569 ; http://hdl.handle.net/10722/27205.

Council of Science Editors:

Chan, Yuk-king S. Play and social interaction of children with disabilities in an inclusive child care centre. [Masters Thesis]. University of Hong Kong; 2005. Available from: Chan, Y. S. [陳玉琼]. (2005). Play and social interaction of children with disabilities in an inclusive child care centre. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3532569 ; http://dx.doi.org/10.5353/th_b3532569 ; http://hdl.handle.net/10722/27205


Stellenbosch University

22. McLachlan, Benita. Evaluation of an inset programme for learning support assistants in the United Kingdom.

Degree: MEd, Educational Psychology, 2004, Stellenbosch University

ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with… (more)

Subjects/Keywords: Teachers' assistants  – In-service training  – Great Britain; Educational evaluation  – Great Britain; Teachers' assistants  – Great Britain  – Training of; Inclusive education  – Great Britain  – Philosophy; Dissertations  – Education

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APA (6th Edition):

McLachlan, B. (2004). Evaluation of an inset programme for learning support assistants in the United Kingdom. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/49956

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

Chicago Manual of Style (16th Edition):

McLachlan, Benita. “Evaluation of an inset programme for learning support assistants in the United Kingdom.” 2004. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/49956.

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

MLA Handbook (7th Edition):

McLachlan, Benita. “Evaluation of an inset programme for learning support assistants in the United Kingdom.” 2004. Web. 22 Aug 2019.

Vancouver:

McLachlan B. Evaluation of an inset programme for learning support assistants in the United Kingdom. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/49956.

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

Council of Science Editors:

McLachlan B. Evaluation of an inset programme for learning support assistants in the United Kingdom. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/49956

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


University of Hong Kong

23. 張麗華.; Cheung, Lai-wah, Monitta. Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school.

Degree: MEd, 2000, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Inclusive education - China - Hong Kong.; High school teachers - China - Hong Kong - Attitudes.; Parents of handicapped children - China - Hong Kong - Attitudes.; Hearing impaired children - China - Hong Kong - Attitudes.; Hearing impaired children - China - Hong Kong - Education.

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APA (6th Edition):

張麗華.; Cheung, Lai-wah, M. (2000). Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. (Masters Thesis). University of Hong Kong. Retrieved from Cheung, L. M. [張麗華]. (2000). Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196151 ; http://dx.doi.org/10.5353/th_b3196151 ; http://hdl.handle.net/10722/29399

Chicago Manual of Style (16th Edition):

張麗華.; Cheung, Lai-wah, Monitta. “Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school.” 2000. Masters Thesis, University of Hong Kong. Accessed August 22, 2019. Cheung, L. M. [張麗華]. (2000). Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196151 ; http://dx.doi.org/10.5353/th_b3196151 ; http://hdl.handle.net/10722/29399.

MLA Handbook (7th Edition):

張麗華.; Cheung, Lai-wah, Monitta. “Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school.” 2000. Web. 22 Aug 2019.

Vancouver:

張麗華.; Cheung, Lai-wah M. Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. [Internet] [Masters thesis]. University of Hong Kong; 2000. [cited 2019 Aug 22]. Available from: Cheung, L. M. [張麗華]. (2000). Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196151 ; http://dx.doi.org/10.5353/th_b3196151 ; http://hdl.handle.net/10722/29399.

Council of Science Editors:

張麗華.; Cheung, Lai-wah M. Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. [Masters Thesis]. University of Hong Kong; 2000. Available from: Cheung, L. M. [張麗華]. (2000). Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196151 ; http://dx.doi.org/10.5353/th_b3196151 ; http://hdl.handle.net/10722/29399


Stellenbosch University

24. Davis, Fuad. Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape.

Degree: MEd, Educational Psychology, 2004, Stellenbosch University

ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the… (more)

Subjects/Keywords: Teachers  – Job stress  – South Africa  – Western Cape; Teachers of children with disabilities  – Job stress  – South Africa  – Western Cape; Inclusive education  – South Africa  – Western Cape  – Case studies; Dissertations  – Education; Stress coping strategies; Teachers of special children

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

APA (6th Edition):

Davis, F. (2004). Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50107

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

Chicago Manual of Style (16th Edition):

Davis, Fuad. “Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape.” 2004. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/50107.

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

MLA Handbook (7th Edition):

Davis, Fuad. “Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape.” 2004. Web. 22 Aug 2019.

Vancouver:

Davis F. Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/50107.

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

Council of Science Editors:

Davis F. Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/50107

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

25. Phillips, Janet Moira. The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty.

Degree: MEd, Educational Psychology, 2014, Stellenbosch University

ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing… (more)

Subjects/Keywords: Educational psychology; Dissertations  – Educational psychology; Stuttering in adolescence  – Treatment; Inclusive education  – South Africa; Resilience (Personality trait) in adolescence; Speech disorders in adolescents  – Treatment; Competency-based education  – South Africa; Stuttering  – Alternative treatment; UCTD; Educational Psychology

…SPEECH-FLOW DIFFICULTY ... 42 2.4.1 Inclusive Education… …43 2.4.1.2 Historical Progression of Inclusive Education… …from a separate, exclusive education system to that of a more inclusive system. Prior to the… …Paper 6 document which focused on special needs education by aiming to build an inclusive… …education and training system. This document highlighted the idea of inclusive education, whereby… 

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APA (6th Edition):

Phillips, J. M. (2014). The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/86205

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

Chicago Manual of Style (16th Edition):

Phillips, Janet Moira. “The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty.” 2014. Thesis, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/86205.

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

MLA Handbook (7th Edition):

Phillips, Janet Moira. “The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty.” 2014. Web. 22 Aug 2019.

Vancouver:

Phillips JM. The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/86205.

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

Council of Science Editors:

Phillips JM. The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty. [Thesis]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/86205

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


University of Hong Kong

26. Kwong, Hung-piu. The needs of integration & inclusive education in the Hong Kong context.

Degree: MEd, 1999, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Children with disabilities - China - Hong Kong - Education.; Parents - China - Hong Kong - Attitudes.; High school students - China - Attitudes.; High school teachers - China - Hong Kong - Attitudes.; Special school teachers - China - Hong Kong - Attitudes.; School principals - China - Hong Kong - Attitudes.; Children with disabilities - China - Hong Kong - Attitudes.; Vocational education - China - Hong Kong.; Special education - China - Hong Kong.; Inclusive education - China - Hong Kong.

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APA (6th Edition):

Kwong, H. (1999). The needs of integration & inclusive education in the Hong Kong context. (Masters Thesis). University of Hong Kong. Retrieved from Kwong, H. [鄺熊標]. (1999). The needs of integration & inclusive education in the Hong Kong context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196167 ; http://dx.doi.org/10.5353/th_b3196167 ; http://hdl.handle.net/10722/27307

Chicago Manual of Style (16th Edition):

Kwong, Hung-piu. “The needs of integration & inclusive education in the Hong Kong context.” 1999. Masters Thesis, University of Hong Kong. Accessed August 22, 2019. Kwong, H. [鄺熊標]. (1999). The needs of integration & inclusive education in the Hong Kong context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196167 ; http://dx.doi.org/10.5353/th_b3196167 ; http://hdl.handle.net/10722/27307.

MLA Handbook (7th Edition):

Kwong, Hung-piu. “The needs of integration & inclusive education in the Hong Kong context.” 1999. Web. 22 Aug 2019.

Vancouver:

Kwong H. The needs of integration & inclusive education in the Hong Kong context. [Internet] [Masters thesis]. University of Hong Kong; 1999. [cited 2019 Aug 22]. Available from: Kwong, H. [鄺熊標]. (1999). The needs of integration & inclusive education in the Hong Kong context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196167 ; http://dx.doi.org/10.5353/th_b3196167 ; http://hdl.handle.net/10722/27307.

Council of Science Editors:

Kwong H. The needs of integration & inclusive education in the Hong Kong context. [Masters Thesis]. University of Hong Kong; 1999. Available from: Kwong, H. [鄺熊標]. (1999). The needs of integration & inclusive education in the Hong Kong context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196167 ; http://dx.doi.org/10.5353/th_b3196167 ; http://hdl.handle.net/10722/27307

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