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You searched for subject:(Inclusive schools). Showing records 1 – 30 of 95 total matches.

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University of Zambia

1. Cheelo, Charles Mwiinga. An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District .

Degree: 2011, University of Zambia

 The purpose of this study was to investigate basic school teachers' attitudes towards the general concept of Inclusive Education in Zambia, to establish the existing… (more)

Subjects/Keywords: Inclusive Education; Basic Schools

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

APA (6th Edition):

Cheelo, C. M. (2011). An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/347

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):

Cheelo, Charles Mwiinga. “An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District .” 2011. Thesis, University of Zambia. Accessed September 15, 2019. http://hdl.handle.net/123456789/347.

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

MLA Handbook (7th Edition):

Cheelo, Charles Mwiinga. “An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District .” 2011. Web. 15 Sep 2019.

Vancouver:

Cheelo CM. An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/123456789/347.

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

Council of Science Editors:

Cheelo CM. An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/347

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


University of Zululand

2. Langa, Doris Nkosingiphile. Assessment of teacher’s skills at inclusive schools in uMhlathuze District.

Degree: 2014, University of Zululand

 The main aim of the present study was to investigate whether or not teachers possess the skills which are needed to deal with learners in… (more)

Subjects/Keywords: teaching skills  – inclusive schools  – umHlathuze District

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APA (6th Edition):

Langa, D. N. (2014). Assessment of teacher’s skills at inclusive schools in uMhlathuze District. (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1502

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):

Langa, Doris Nkosingiphile. “Assessment of teacher’s skills at inclusive schools in uMhlathuze District. ” 2014. Thesis, University of Zululand. Accessed September 15, 2019. http://hdl.handle.net/10530/1502.

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

MLA Handbook (7th Edition):

Langa, Doris Nkosingiphile. “Assessment of teacher’s skills at inclusive schools in uMhlathuze District. ” 2014. Web. 15 Sep 2019.

Vancouver:

Langa DN. Assessment of teacher’s skills at inclusive schools in uMhlathuze District. [Internet] [Thesis]. University of Zululand; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10530/1502.

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

Council of Science Editors:

Langa DN. Assessment of teacher’s skills at inclusive schools in uMhlathuze District. [Thesis]. University of Zululand; 2014. Available from: http://hdl.handle.net/10530/1502

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


University of Zambia

3. Sibanda, Philis. Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia .

Degree: 2016, University of Zambia

 The introduction of Free Primary Education (FPE) Policy in 2002 was aimed at indiscriminately enhancing the enrollment and completion rates of all school going- age… (more)

Subjects/Keywords: Inclusive education – Zambia; Special Education Schools

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APA (6th Edition):

Sibanda, P. (2016). Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4941

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):

Sibanda, Philis. “Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia .” 2016. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4941.

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

MLA Handbook (7th Edition):

Sibanda, Philis. “Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia .” 2016. Web. 15 Sep 2019.

Vancouver:

Sibanda P. Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4941.

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

Council of Science Editors:

Sibanda P. Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4941

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


University of Nairobi

4. Nadia, Salim J. Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya.

Degree: 2012, University of Nairobi

 Despite many efforts being put forth for the successful implementation of inclusive education in public primary schools in Kenya, there are still numerous challenges facing… (more)

Subjects/Keywords: Inclusive education programme; Public primary schools

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

APA (6th Edition):

Nadia, S. J. (2012). Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya. (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10914

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):

Nadia, Salim J. “Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya. ” 2012. Thesis, University of Nairobi. Accessed September 15, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10914.

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

MLA Handbook (7th Edition):

Nadia, Salim J. “Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya. ” 2012. Web. 15 Sep 2019.

Vancouver:

Nadia SJ. Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya. [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Sep 15]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10914.

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

Council of Science Editors:

Nadia SJ. Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya. [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10914

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


University of Nairobi

5. Omondi, Samuel O. Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya .

Degree: 2016, University of Nairobi

 The study explored the determinants of the implementation of inclusive learning in public primary schools in Boro division, Siaya sub-county. The objectives of the study… (more)

Subjects/Keywords: Inclusive learning in public primary Schools

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APA (6th Edition):

Omondi, S. O. (2016). Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/99948

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):

Omondi, Samuel O. “Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya .” 2016. Thesis, University of Nairobi. Accessed September 15, 2019. http://hdl.handle.net/11295/99948.

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

MLA Handbook (7th Edition):

Omondi, Samuel O. “Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya .” 2016. Web. 15 Sep 2019.

Vancouver:

Omondi SO. Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11295/99948.

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

Council of Science Editors:

Omondi SO. Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/99948

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


University of the Western Cape

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

Degree: 2014, University of the Western Cape

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Thesis, University of the Western Cape. Accessed September 15, 2019. http://hdl.handle.net/11394/4222.

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

MLA Handbook (7th Edition):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Web. 15 Sep 2019.

Vancouver:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11394/4222.

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

Council of Science Editors:

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

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


Karlstad University

7. Hreidarsdóttir, Gudny Maria. "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland.

Degree: Faculty of Social and Life Sciences, 2012, Karlstad University

 <h2>Abstract</h2> This research is about inclusive education in three classes and the experience of a disabled child in the class. The aim was to find… (more)

Subjects/Keywords: Inclusive education; disabled children; participation; schools.

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APA (6th Edition):

Hreidarsdóttir, G. M. (2012). "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803

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):

Hreidarsdóttir, Gudny Maria. “"Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland.” 2012. Thesis, Karlstad University. Accessed September 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803.

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

MLA Handbook (7th Edition):

Hreidarsdóttir, Gudny Maria. “"Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland.” 2012. Web. 15 Sep 2019.

Vancouver:

Hreidarsdóttir GM. "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland. [Internet] [Thesis]. Karlstad University; 2012. [cited 2019 Sep 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803.

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

Council of Science Editors:

Hreidarsdóttir GM. "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland. [Thesis]. Karlstad University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803

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


University of South Africa

8. 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 September 15, 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. 15 Sep 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 Sep 15]. 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


Tampere University

9. -, Sansrisna. Teachers Beliefs in Practicing Inclusive Education : Case Study of Elementary Schools in Banda Aceh .

Degree: 2017, Tampere University

 The purpose of this research was to explore the kind of teacher‘s beliefs in practicing inclusive education and the factors influencing teachers‘ beliefs in the… (more)

Subjects/Keywords: teachers' beliefs; inclusive education; elementary schools; factors

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APA (6th Edition):

-, S. (2017). Teachers Beliefs in Practicing Inclusive Education : Case Study of Elementary Schools in Banda Aceh . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101758

Chicago Manual of Style (16th Edition):

-, Sansrisna. “Teachers Beliefs in Practicing Inclusive Education : Case Study of Elementary Schools in Banda Aceh .” 2017. Masters Thesis, Tampere University. Accessed September 15, 2019. https://trepo.tuni.fi/handle/10024/101758.

MLA Handbook (7th Edition):

-, Sansrisna. “Teachers Beliefs in Practicing Inclusive Education : Case Study of Elementary Schools in Banda Aceh .” 2017. Web. 15 Sep 2019.

Vancouver:

- S. Teachers Beliefs in Practicing Inclusive Education : Case Study of Elementary Schools in Banda Aceh . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2019 Sep 15]. Available from: https://trepo.tuni.fi/handle/10024/101758.

Council of Science Editors:

- S. Teachers Beliefs in Practicing Inclusive Education : Case Study of Elementary Schools in Banda Aceh . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101758


University of Arizona

10. Bailey-Jones, Tsuru. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .

Degree: 2018, University of Arizona

 The United States has a long history of resettling refuges in the country. Research indicates that refugee students enter the country and ultimately schools with… (more)

Subjects/Keywords: Inclusive schools; Principal responsiveness; Refugee education

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APA (6th Edition):

Bailey-Jones, T. (2018). Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627767

Chicago Manual of Style (16th Edition):

Bailey-Jones, Tsuru. “Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .” 2018. Doctoral Dissertation, University of Arizona. Accessed September 15, 2019. http://hdl.handle.net/10150/627767.

MLA Handbook (7th Edition):

Bailey-Jones, Tsuru. “Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .” 2018. Web. 15 Sep 2019.

Vancouver:

Bailey-Jones T. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10150/627767.

Council of Science Editors:

Bailey-Jones T. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627767


Texas A&M University

11. Erdogan, Niyazi. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.

Degree: 2014, Texas A&M University

 This dissertation highlights a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools and the college readiness of Inclusive STEM High School graduates… (more)

Subjects/Keywords: STEM education; Inclusive STEM high schools; College and career readiness; STEM schools; Multilevel multiple imputation

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APA (6th Edition):

Erdogan, N. (2014). Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153495

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):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Thesis, Texas A&M University. Accessed September 15, 2019. http://hdl.handle.net/1969.1/153495.

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

MLA Handbook (7th Edition):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Web. 15 Sep 2019.

Vancouver:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1969.1/153495.

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

Council of Science Editors:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153495

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


University of Pretoria

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mtsweni, Tumisang Ruth. “The decision-making process of employing facilitators in inclusive primary schools.” 2014. Masters Thesis, University of Pretoria. Accessed September 15, 2019. http://hdl.handle.net/2263/40437.

MLA Handbook (7th Edition):

Mtsweni, Tumisang Ruth. “The decision-making process of employing facilitators in inclusive primary schools.” 2014. Web. 15 Sep 2019.

Vancouver:

Mtsweni TR. The decision-making process of employing facilitators in inclusive primary schools. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2263/40437.

Council of Science Editors:

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


University of Nairobi

13. Muga, Celestine A. Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya .

Degree: 2016, University of Nairobi

 Education is recognized as one of the basic human rights regardless of individual differences. In Migori County and particularly Rongo Sub-County, significant advances have been… (more)

Subjects/Keywords: Implementation Of Inclusive Education In Public Primary Schools

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APA (6th Edition):

Muga, C. A. (2016). Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97599

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):

Muga, Celestine A. “Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya .” 2016. Thesis, University of Nairobi. Accessed September 15, 2019. http://hdl.handle.net/11295/97599.

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

MLA Handbook (7th Edition):

Muga, Celestine A. “Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya .” 2016. Web. 15 Sep 2019.

Vancouver:

Muga CA. Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11295/97599.

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

Council of Science Editors:

Muga CA. Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97599

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


University of Technology, Sydney

14. Yeung, See-Wai Alison. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.

Degree: 2009, University of Technology, Sydney

 The thesis investigates how one local mainstream primary school in Hong Kong is making multicultural education possible. Learner and learning diversity is an increasingly complex… (more)

Subjects/Keywords: Multicultural education.; Primary schools.; Hong Kong.; Inclusive education.

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

APA (6th Edition):

Yeung, S. A. (2009). Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20416

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):

Yeung, See-Wai Alison. “Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.” 2009. Thesis, University of Technology, Sydney. Accessed September 15, 2019. http://hdl.handle.net/10453/20416.

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

MLA Handbook (7th Edition):

Yeung, See-Wai Alison. “Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.” 2009. Web. 15 Sep 2019.

Vancouver:

Yeung SA. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. [Internet] [Thesis]. University of Technology, Sydney; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10453/20416.

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

Council of Science Editors:

Yeung SA. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. [Thesis]. University of Technology, Sydney; 2009. Available from: http://hdl.handle.net/10453/20416

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


University of the Western Cape

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

Degree: 2012, University of the Western Cape

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Konghot, Edwina. “An explorative study of inclusive education at mainstream secondary schools for learners with special needs .” 2012. Thesis, University of the Western Cape. Accessed September 15, 2019. http://hdl.handle.net/11394/5105.

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

MLA Handbook (7th Edition):

Konghot, Edwina. “An explorative study of inclusive education at mainstream secondary schools for learners with special needs .” 2012. Web. 15 Sep 2019.

Vancouver:

Konghot E. An explorative study of inclusive education at mainstream secondary schools for learners with special needs . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11394/5105.

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

Council of Science Editors:

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

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


North-West University

16. Payne-Van Staden, Isabel. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .

Degree: 2015, North-West University

 The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow… (more)

Subjects/Keywords: Teacher self-efficacy; Full-service schools; Inclusive education

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

APA (6th Edition):

Payne-Van Staden, I. (2015). Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16540

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):

Payne-Van Staden, Isabel. “Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .” 2015. Thesis, North-West University. Accessed September 15, 2019. http://hdl.handle.net/10394/16540.

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

MLA Handbook (7th Edition):

Payne-Van Staden, Isabel. “Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .” 2015. Web. 15 Sep 2019.

Vancouver:

Payne-Van Staden I. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . [Internet] [Thesis]. North-West University; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10394/16540.

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

Council of Science Editors:

Payne-Van Staden I. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/16540

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


University of South Africa

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

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 September 15, 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. 15 Sep 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 Sep 15]. 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

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

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 September 15, 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. 15 Sep 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 Sep 15]. 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

19. 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 September 15, 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. 15 Sep 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 Sep 15]. 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 Minnesota

20. Mitchem, Marlo. Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.

Degree: D.Ed., Educational Policy and Administration, 2016, University of Minnesota

 The purpose of this study is to determine the factors influencing international school leaders’ views of inclusive education and the inclusion of students with special… (more)

Subjects/Keywords: Inclusive Education; International School Leaders; International Schools; Students with Special Needs

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

APA (6th Edition):

Mitchem, M. (2016). Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182788

Chicago Manual of Style (16th Edition):

Mitchem, Marlo. “Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.” 2016. Doctoral Dissertation, University of Minnesota. Accessed September 15, 2019. http://hdl.handle.net/11299/182788.

MLA Handbook (7th Edition):

Mitchem, Marlo. “Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.” 2016. Web. 15 Sep 2019.

Vancouver:

Mitchem M. Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/11299/182788.

Council of Science Editors:

Mitchem M. Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182788


Brock University

21. Starkman, Mary-Martha R. Inclusive teaching practice in the Jewish day school: general studies teachers' experiences .

Degree: Department of Graduate and Undergraduate Studies in Education, 2006, Brock University

 Little research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines… (more)

Subjects/Keywords: Inclusive education.; Jewish day schools.

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APA (6th Edition):

Starkman, M. R. (2006). Inclusive teaching practice in the Jewish day school: general studies teachers' experiences . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2288

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):

Starkman, Mary-Martha R. “Inclusive teaching practice in the Jewish day school: general studies teachers' experiences .” 2006. Thesis, Brock University. Accessed September 15, 2019. http://hdl.handle.net/10464/2288.

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

MLA Handbook (7th Edition):

Starkman, Mary-Martha R. “Inclusive teaching practice in the Jewish day school: general studies teachers' experiences .” 2006. Web. 15 Sep 2019.

Vancouver:

Starkman MR. Inclusive teaching practice in the Jewish day school: general studies teachers' experiences . [Internet] [Thesis]. Brock University; 2006. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10464/2288.

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

Council of Science Editors:

Starkman MR. Inclusive teaching practice in the Jewish day school: general studies teachers' experiences . [Thesis]. Brock University; 2006. Available from: http://hdl.handle.net/10464/2288

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


North-West University

22. Cloete, Jemina Elize. 'n Ondersoek na die implementering van leerderondersteuning in landelike laerskole .

Degree: 2012, North-West University

 The purpose of this study was to determine how learner support has been implemented in rural, historically coloured, Afrikaans primary schools in a part of… (more)

Subjects/Keywords: Learner support; Inclusive Education; Transformative inclusive education; Rural primary schools; Leerderondersteuning; Insklusiewe onderwys; Transformatiewe inklusiwiteit; Landelike laerskole

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

APA (6th Edition):

Cloete, J. E. (2012). 'n Ondersoek na die implementering van leerderondersteuning in landelike laerskole . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9005

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):

Cloete, Jemina Elize. “'n Ondersoek na die implementering van leerderondersteuning in landelike laerskole .” 2012. Thesis, North-West University. Accessed September 15, 2019. http://hdl.handle.net/10394/9005.

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

MLA Handbook (7th Edition):

Cloete, Jemina Elize. “'n Ondersoek na die implementering van leerderondersteuning in landelike laerskole .” 2012. Web. 15 Sep 2019.

Vancouver:

Cloete JE. 'n Ondersoek na die implementering van leerderondersteuning in landelike laerskole . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10394/9005.

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

Council of Science Editors:

Cloete JE. 'n Ondersoek na die implementering van leerderondersteuning in landelike laerskole . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/9005

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


University College Cork

23. Ó Murchú, Finn. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.

Degree: 2011, University College Cork

 Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at… (more)

Subjects/Keywords: Team-teaching; Inclusive learning; Post-primary schools; Socio-cultural; Education, Secondary – Ireland; Teaching teams; Inclusive education – Ireland; Mainstreaming in education – Ireland

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APA (6th Edition):

Ó Murchú, F. (2011). Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/549

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):

Ó Murchú, Finn. “Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.” 2011. Thesis, University College Cork. Accessed September 15, 2019. http://hdl.handle.net/10468/549.

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

MLA Handbook (7th Edition):

Ó Murchú, Finn. “Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.” 2011. Web. 15 Sep 2019.

Vancouver:

Ó Murchú F. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. [Internet] [Thesis]. University College Cork; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10468/549.

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

Council of Science Editors:

Ó Murchú F. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. [Thesis]. University College Cork; 2011. Available from: http://hdl.handle.net/10468/549

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


University of South Africa

24. 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 September 15, 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. 15 Sep 2019.

Vancouver:

Negash KH. The inclusion of visually-impaired learners in Ethiopian secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 15]. 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

25. 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 September 15, 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. 15 Sep 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 Sep 15]. 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

26. 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 September 15, 2019. http://hdl.handle.net/10500/23487.

MLA Handbook (7th Edition):

Chauke, Margaret. “The experiences of educators in management of inclusive classrooms.” 2017. Web. 15 Sep 2019.

Vancouver:

Chauke M. The experiences of educators in management of inclusive classrooms. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 15]. 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

27. 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 September 15, 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. 15 Sep 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 Sep 15]. 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 KwaZulu-Natal

28. [No author]. Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit.

Degree: Public policy, 2015, University of KwaZulu-Natal

 It is the responsibility of a democratic government to democratize all its spheres: as such, the South African government has the responsibility to democratize its… (more)

Subjects/Keywords: Special education.; Inclusive education.; Rural schools – South Africa – KwaZulu-Natal.; Public policy.

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APA (6th Edition):

author], [. (2015). Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13449

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

Chicago Manual of Style (16th Edition):

author], [No. “Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/13449.

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

MLA Handbook (7th Edition):

author], [No. “Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. ” 2015. Web. 15 Sep 2019.

Vancouver:

author] [. Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/13449.

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

Council of Science Editors:

author] [. Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13449

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


University of KwaZulu-Natal

29. [No author]. An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE).

Degree: Public policy, 2015, University of KwaZulu-Natal

 This qualitative study is an evaluation of the University of KwaZulu-Natal’s Intensive Tuition for Engineers (UNITE) program. It is based on the high attrition rate… (more)

Subjects/Keywords: Public policy.; Rural schools – South Africa – KwaZulu-Natal.; Special education.; Inclusive education.

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

APA (6th Edition):

author], [. (2015). An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13450

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

Chicago Manual of Style (16th Edition):

author], [No. “An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/13450.

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

MLA Handbook (7th Edition):

author], [No. “An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). ” 2015. Web. 15 Sep 2019.

Vancouver:

author] [. An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/13450.

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

Council of Science Editors:

author] [. An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13450

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


University of Pretoria

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

Degree: Educational Psychology, 2013, University of Pretoria

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Steenkamp, Ute. “A retrospective study on transforming a mainstream school into a full-service school.” 2013. Masters Thesis, University of Pretoria. Accessed September 15, 2019. http://hdl.handle.net/2263/24475.

MLA Handbook (7th Edition):

Steenkamp, Ute. “A retrospective study on transforming a mainstream school into a full-service school.” 2013. Web. 15 Sep 2019.

Vancouver:

Steenkamp U. A retrospective study on transforming a mainstream school into a full-service school. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2263/24475.

Council of Science Editors:

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

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