subject:(inclusive education)

University of Zululand

1. Mthethwa, Gerald Simangaliso. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .

Degree: 2008, University of Zululand

URL: http://hdl.handle.net/10530/341

► The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which… (more)

Subjects/Keywords: Inclusive education ; Inclusive education – Attitudes

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

APA (6^th Edition):

Mthethwa, G. S. (2008). Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/341

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

Chicago Manual of Style (16^th Edition):

Mthethwa, Gerald Simangaliso. “Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .” 2008. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/341.

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

MLA Handbook (7^th Edition):

Mthethwa, Gerald Simangaliso. “Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .” 2008. Web. 22 Feb 2019.

Vancouver:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/341.

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

Council of Science Editors:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/341

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

University of Wisconsin – Oshkosh

2. Capetillo-Pena, Bobbie Jo. Attitudes and beliefs towards inclusion in today's schools.

Degree: MSin Education, Special and Early Childhood Education, 2018, University of Wisconsin – Oshkosh

URL: http://digital.library.wisc.edu/1793/78725

►

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education - Special and Early Childhood Education

The… (more)

▼

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education - Special and Early Childhood Education

The “Attitudes and Beliefs towards Inclusion in Today’s Schools” project examined a potential relationship between the beliefs and attitudes towards inclusive practices of elementary administrators and the general education teachers and special education teachers who work with them. Approximately, 200 Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale surveys were sent to teachers and administrators split across seven elementary schools within a Midwestern school district. 23 surveys were returned completed and with participant consent forms signed. 22 of the participants were teachers and one was an administrator. The teachers and administrator varied in their experience levels from beginner teachers with 5 years of experience to experienced teachers/administrators with 30 plus years of experience. The SACIE-R scale survey was given to each of the participants in order to determine their beliefs, concerns, and attitudes towards inclusive practices. Overall scores were determined on the surveys with possible scores ranging from 15-60; the higher the score the more positive dispositions towards inclusive practices. Means and ranges were found per educator type such as special education teachers, regular education teachers, English Language teachers, and administrators. The SACIE-R also can be broken into three different factors including sentiments, attitudes, and concerns. Means and ranges per factor were found as well. The overall findings were that all 23 teachers and administrator had positive dispositions towards inclusive practices with a mean overall score of 46.57. The lowest score was 38 and the highest score was 54. The special education teachers had more positive dispositions towards inclusive practices than the regular education teachers did by 3.5 points. Since only one administrator participated only one school’s data could be compared between the teachers and administrators. The administrator had an overall score of 45 and the mean of the teachers at the same school was 48.2. The administrator has positive dispositions towards inclusive practices and the teachers have even more positive dispositions towards inclusive practices by 3.2 points.

Advisors/Committee Members: Skoning, Stacey.

Subjects/Keywords: Inclusive education

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

APA (6^th Edition):

Capetillo-Pena, B. J. (2018). Attitudes and beliefs towards inclusion in today's schools. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/78725

Chicago Manual of Style (16^th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Masters Thesis, University of Wisconsin – Oshkosh. Accessed February 22, 2019. http://digital.library.wisc.edu/1793/78725.

MLA Handbook (7^th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Web. 22 Feb 2019.

Vancouver:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2018. [cited 2019 Feb 22]. Available from: http://digital.library.wisc.edu/1793/78725.

Council of Science Editors:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Masters Thesis]. University of Wisconsin – Oshkosh; 2018. Available from: http://digital.library.wisc.edu/1793/78725

3. Bedford, Amanda. How to Implement an Inclusive Classroom .

Degree: 2015, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/143398

► The rationale for this project is to create a user-friendly manual for general education teachers on how to create a clear vision as to how… (more)

Subjects/Keywords: Inclusive education; inclusive educational strategies; inclusive classroom

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APA (6^th Edition):

Bedford, A. (2015). How to Implement an Inclusive Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143398

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

Chicago Manual of Style (16^th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Thesis, California State University – San Marcos. Accessed February 22, 2019. http://hdl.handle.net/10211.3/143398.

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

MLA Handbook (7^th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Web. 22 Feb 2019.

Vancouver:

Bedford A. How to Implement an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10211.3/143398.

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

Council of Science Editors:

Bedford A. How to Implement an Inclusive Classroom . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143398

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

University of Manchester

4. Makoelle, Tsediso Michael. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.

Degree: PhD, 2013, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

► Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion… (more)

▼ Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching,…

Subjects/Keywords: 373.68; •inclusion, inclusive pedagogy, inclusive teaching, inclusive education, inclusive classroom

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

APA (6^th Edition):

Makoelle, T. M. (2013). Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

Chicago Manual of Style (16^th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Doctoral Dissertation, University of Manchester. Accessed February 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

MLA Handbook (7^th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Web. 22 Feb 2019.

Vancouver:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Feb 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

Council of Science Editors:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

University of Zululand

5. Naicker, Jeshni. Educators' preparedness for inclusive education .

Degree: 2008, University of Zululand

URL: http://hdl.handle.net/10530/239

► The aim of this investigation was to establish educators' preparedness for inclusive education: Educators seem to embrace the human rights philosophy underpinning the introduction of… (more)

▼ The aim of this investigation was to establish educators' preparedness for inclusive education: Educators seem to embrace the human rights philosophy underpinning the introduction of inclusive education. However the implementation of inclusive education is not easy as it signals a dramatic paradigm shift for mainstream educators. It involves a new way of thinking and behaving. Many experienced educators have found that they are no longer experts in their field and are concerned that they are novices regarding inclusive education. The success of inclusive education hinges on the effective preparedness of educators. The level of preparedness of educators will determine their degree of acceptance and their efficiency in the implementation of inclusive education. The first phase of this study comprised a comprehensive overview of the literature on educators' preparedness for inclusive education. The second phase involved research by means of a questionnaire. The questionnaire was administered to a stratified random sample of 120 primary and secondary school educators in the Umdoni Ward of the Scottburgh circuit, KwaZulu Natal. The results of this questionnaire provided evidence that educators are not adequately prepared for inclusive education. The literature review indicated that educators in mainstream schools are generally not prepared to include LSEN in the mainstream class for the following reasons: ■ Large class sizes. ■ Lack of support. ■ Lack of knowledge. ■ Lack of skills and competencies. ■ Lack of resources ■ High stress level. ■ Time constraints. For the purpose of the empirical investigation a self- structured questionnaire was utilized. The data from the questionnaires completed by educators from primary and secondary schools was processed and analysed by means of descriptive statistics. From the findings of the research, the following recommendations were made: ■ The Department of Education must provide adequate support to educators concerning all aspects of inclusive education. ■ In-service training regarding inclusive education must be available to mainstream educators. Advisors/Committee Members: Vos, M.S (advisor).

Subjects/Keywords: Inclusive education ; Inclusive education – Educators' preparedness

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

APA (6^th Edition):

Naicker, J. (2008). Educators' preparedness for inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/239

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

Chicago Manual of Style (16^th Edition):

Naicker, Jeshni. “Educators' preparedness for inclusive education .” 2008. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/239.

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

MLA Handbook (7^th Edition):

Naicker, Jeshni. “Educators' preparedness for inclusive education .” 2008. Web. 22 Feb 2019.

Vancouver:

Naicker J. Educators' preparedness for inclusive education . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/239.

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

Council of Science Editors:

Naicker J. Educators' preparedness for inclusive education . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/239

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

University of Zululand

6. Zulu, Sibongile Primrose. Primary school educators' attitudes towards inclusive education .

Degree: 2009, University of Zululand

URL: http://hdl.handle.net/10530/944

► The current principles of education policies in South Africa reflect great challenges facing a society in transition. Evidently, the task undertaken by successive democratic governments… (more)

▼ The current principles of education policies in South Africa reflect great challenges facing a society in transition. Evidently, the task undertaken by successive democratic governments since 1994 has been to address the inequalities of the past. Since as the capacity of country's building education in various ways - including Special Needs Education, Inclusive Education and Training System, in particular, the White Paper 6 (2001) attempted to promote, enhance and support the inclusion, participation and development of learners. This study examined the attitudes of primary school educators towards inclusive education, particularly the inclusion of mentally challenged learners. The study was specifically investigated the attitudes of primary school educators towards the inclusion of mentally challenged learners in mainstream education. It also aimed to determine the category/categories of mentally challenged learners which primary school educators preferred to be integrated in the mainstream. Additionally, the study also sought to establish how the following variables associated with the attitudes of educators towards the inclusion of mentally challenged learners in mainstream education: age, grade level taught, gender, type of school, teaching experience and class size. The study was both analytical and quantitative descriptive in nature, in which educators from primary schools in the Empangeni and Obonjeni Districts serve as accessible population. A structured questionnaire constructed according to a five-point Likert - type scale was used to collect data. Data were analysed both qualitatively and qualitatively. The statistical technique used to test the hypotheses was the Chi-square. The findings indicated that the majority of educators held negative attitudes towards the inclusion of the mentally challenged learners in mainstream education. Finally the findings revealed that the variables o£ gender, age, type of school, experience and class size have no influence on primary school educators attitude towards the inclusion of mentally challenged learners. However, the variable grade showed to have an influence on educators* attitude towards the inclusion of the mildly mentally challenged learners into mainstream education. Ninety percent of educators indicate that educators prefer to integrate gifted learners, mild and moderately mentally retarded learners; and Underachieving learners. Although not overahelmingly demonstrated, there is presumptive evidence that the work environment has an impact on the attitudes of the primary school educators. There is an urgent need for improvement of certain service conditions in the school setting to change the attitudes of educators. Lack of experience, lack of in-service training and lack of inspiration emerged as other factors retarding the implementation of inclusive education. Advisors/Committee Members: Adams, J.D (advisor).

Subjects/Keywords: Inclusive education ; Inclusive education – educators' atittudes

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

APA (6^th Edition):

Zulu, S. P. (2009). Primary school educators' attitudes towards inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/944

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

Chicago Manual of Style (16^th Edition):

Zulu, Sibongile Primrose. “Primary school educators' attitudes towards inclusive education .” 2009. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/944.

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

MLA Handbook (7^th Edition):

Zulu, Sibongile Primrose. “Primary school educators' attitudes towards inclusive education .” 2009. Web. 22 Feb 2019.

Vancouver:

Zulu SP. Primary school educators' attitudes towards inclusive education . [Internet] [Thesis]. University of Zululand; 2009. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/944.

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

Council of Science Editors:

Zulu SP. Primary school educators' attitudes towards inclusive education . [Thesis]. University of Zululand; 2009. Available from: http://hdl.handle.net/10530/944

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

University of Zululand

7. Titi, Punyuzwa. An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education .

Degree: 2012, University of Zululand

URL: http://hdl.handle.net/10530/1203

► The aim of this study was to investigate the level of preparedness of educators from the Mthatha District to implement inclusive education. A qualitative design… (more)

Subjects/Keywords: Inclusive education ; Inclusive education – Teacher preparedness

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

APA (6^th Edition):

Titi, P. (2012). An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1203

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

Chicago Manual of Style (16^th Edition):

Titi, Punyuzwa. “An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education .” 2012. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/1203.

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

MLA Handbook (7^th Edition):

Titi, Punyuzwa. “An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education .” 2012. Web. 22 Feb 2019.

Vancouver:

Titi P. An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education . [Internet] [Thesis]. University of Zululand; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/1203.

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

Council of Science Editors:

Titi P. An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education . [Thesis]. University of Zululand; 2012. Available from: http://hdl.handle.net/10530/1203

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

University of Zambia

8. Cheelo, Caireen. Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4949

► This study sought to establish the challenges facing the implementation of inclusive education in selected rural primary schools of Solwezi district. The objectives of the… (more)

▼ This study sought to establish the challenges facing the implementation of inclusive education in selected rural primary schools of Solwezi district. The objectives of the study were as follows: To assess the availability of qualified teachers of special education in rural primary schools of Solwezi district. To evaluate the type of infrastructure used by pupils in rural primary schools of Solwezi district. To suggest measures that will enhance the implementation of inclusive education in rural primary schools. The study used a descriptive survey study design and employed both quantitative and qualitative methods but with greater focus on the qualitative method. 6 administrators were sampled using the purposive sampling method, while 20 teachers were sampled using simple random sampling, and 15 pupils were also sampled using simple random sampling method. In-depth interviews were used to collect data from administrators. Questionnaires were used to collect data from teachers. Focus Group Discussions (FGD) were used to collect data from pupils. Data collected from questionnaires was analysed using SPSS while data collected from teachers and pupils was analysed using thematic analysis. Based on the findings, there were fewer teachers qualified to teach learners with SEN in rural primary schools of Solwezi district and that in almost every class (60%) of learners were children with SEN. In respect to infrastructure, this study has revealed that, most of the rural primary schools had no suitable infrastructure, equipment and specialised teaching and learning materials to aid the implementation of inclusive education programme. Furthermore, in reverence to measures that can be used to enhance the implementation of inclusive education in rural primary schools, the study has revealed that, more teachers should be trained in special education, and be posted in rural primary schools. There is also need to build user friendly infrastructure for SEN learners in rural primary schools, and provide support services to learners with special education needs from government and non¬governmental organisations working with the education system. The government should also institute legislation which will act as a guiding principle and giving policy direction on the implementation of inclusive education in rural primary schools. Based on the findings, the study made the following recommendations: The MOE should employ Education Standards Officers (ESOs) specifically for Special Education in all the districts for effective sensitisation and monitoring of the programme in every district. The government should construct special infrastructure in rural primary schools for better inclusive education practices. Class-sizes or child-teacher ratios must be reduced to about 20 learners in each class for enough time for learners with SEN/disabilities to be attended to. Rural primary schools to have active partnerships with parents in order to make them understand the concept of inclusive education. Government to build more colleges of special…

Subjects/Keywords: Inclusive education – Zambia; Inclusive education – Zambia

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APA (6^th Edition):

Cheelo, C. (2016). Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4949

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

Chicago Manual of Style (16^th Edition):

Cheelo, Caireen. “Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District .” 2016. Thesis, University of Zambia. Accessed February 22, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4949.

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

MLA Handbook (7^th Edition):

Cheelo, Caireen. “Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District .” 2016. Web. 22 Feb 2019.

Vancouver:

Cheelo C. Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Feb 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4949.

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

Council of Science Editors:

Cheelo C. Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4949

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

University of Manitoba

9. Jonasson, Douglas. The historical development of inclusive special education in a large urban Manitoba school division (2002-2015).

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

URL: http://hdl.handle.net/1993/32190

► The purpose of this qualitative research study is to examine the evolution of inclusive special education policies and practices within an amalgamated urban school division… (more)

Subjects/Keywords: Inclusive special education

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

APA (6^th Edition):

Jonasson, D. (2017). The historical development of inclusive special education in a large urban Manitoba school division (2002-2015). (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32190

Chicago Manual of Style (16^th Edition):

Jonasson, Douglas. “The historical development of inclusive special education in a large urban Manitoba school division (2002-2015).” 2017. Masters Thesis, University of Manitoba. Accessed February 22, 2019. http://hdl.handle.net/1993/32190.

MLA Handbook (7^th Edition):

Jonasson, Douglas. “The historical development of inclusive special education in a large urban Manitoba school division (2002-2015).” 2017. Web. 22 Feb 2019.

Vancouver:

Jonasson D. The historical development of inclusive special education in a large urban Manitoba school division (2002-2015). [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/1993/32190.

Council of Science Editors:

Jonasson D. The historical development of inclusive special education in a large urban Manitoba school division (2002-2015). [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32190

Linnaeus University

10. lagercrantz, hanna. Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?.

Degree: Education, 2014, Linnaeus University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610

► Den här systematiska litteraturstudien syftar till att behandla inkludering av autistiska elever i skolan. Studien avhandlar och sammanställer resultat från sju olika internationella forskare… (more)

Subjects/Keywords: autism inclusive education

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

APA (6^th Edition):

lagercrantz, h. (2014). Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610

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

Chicago Manual of Style (16^th Edition):

lagercrantz, hanna. “Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?.” 2014. Thesis, Linnaeus University. Accessed February 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610.

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

MLA Handbook (7^th Edition):

lagercrantz, hanna. “Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?.” 2014. Web. 22 Feb 2019.

Vancouver:

lagercrantz h. Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?. [Internet] [Thesis]. Linnaeus University; 2014. [cited 2019 Feb 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610.

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

Council of Science Editors:

lagercrantz h. Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?. [Thesis]. Linnaeus University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610

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

University of Waikato

11. Winis, Colleen. Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

Degree: 2013, University of Waikato

URL: http://hdl.handle.net/10289/7947

► The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then… (more)

▼ The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment. This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited. The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data. The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion. It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion. Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers. Advisors/Committee Members: Hamilton, Carol (advisor).

Subjects/Keywords: attitudes; inclusive education

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

APA (6^th Edition):

Winis, C. (2013). Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7947

Chicago Manual of Style (16^th Edition):

Winis, Colleen. “Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. ” 2013. Masters Thesis, University of Waikato. Accessed February 22, 2019. http://hdl.handle.net/10289/7947.

MLA Handbook (7^th Edition):

Winis, Colleen. “Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. ” 2013. Web. 22 Feb 2019.

Vancouver:

Winis C. Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10289/7947.

Council of Science Editors:

Winis C. Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7947

University of Zululand

12. Mthembu, N.N. Primary school educator’s readiness for inclusive education .

Degree: 2009, University of Zululand

URL: http://hdl.handle.net/10530/546

► The aim of this investigation was to establish primary school educators’ readiness for inclusive education. From the literature study it emerges that inclusive education constitutes… (more)

Subjects/Keywords: Inclusive education ; Inclusive education – South Africa ; Inclusive education – Primary school

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

APA (6^th Edition):

Mthembu, N. N. (2009). Primary school educator’s readiness for inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/546

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

Chicago Manual of Style (16^th Edition):

Mthembu, N N. “Primary school educator’s readiness for inclusive education .” 2009. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/546.

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

MLA Handbook (7^th Edition):

Mthembu, N N. “Primary school educator’s readiness for inclusive education .” 2009. Web. 22 Feb 2019.

Vancouver:

Mthembu NN. Primary school educator’s readiness for inclusive education . [Internet] [Thesis]. University of Zululand; 2009. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/546.

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

Council of Science Editors:

Mthembu NN. Primary school educator’s readiness for inclusive education . [Thesis]. University of Zululand; 2009. Available from: http://hdl.handle.net/10530/546

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

North-West University

13. Harmuth, Nichola. Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/10429

► Inclusive education occupies a central place in the education policies of South Africa (SA, 2001). This study explored whether the principles of inclusive education as… (more)

Subjects/Keywords: Inclusive education; Inclusive education policy; The implementation of inclusive education

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APA (6^th Edition):

Harmuth, N. (2012). Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10429

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

Chicago Manual of Style (16^th Edition):

Harmuth, Nichola. “Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth .” 2012. Thesis, North-West University. Accessed February 22, 2019. http://hdl.handle.net/10394/10429.

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

MLA Handbook (7^th Edition):

Harmuth, Nichola. “Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth .” 2012. Web. 22 Feb 2019.

Vancouver:

Harmuth N. Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10394/10429.

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

Council of Science Editors:

Harmuth N. Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/10429

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

University of Zambia

14. Manda, Joshua. Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/3141

► This study explored trainee teachers’ preparedness for inclusive education in Zambia. A descriptive survey design which included both qualitative and quantitative methods was employed. Data… (more)

Subjects/Keywords: Inclusive Education-Zambia; Special Education

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

APA (6^th Edition):

Manda, J. (2013). Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3141

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

Chicago Manual of Style (16^th Edition):

Manda, Joshua. “Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province .” 2013. Thesis, University of Zambia. Accessed February 22, 2019. http://hdl.handle.net/123456789/3141.

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

MLA Handbook (7^th Edition):

Manda, Joshua. “Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province .” 2013. Web. 22 Feb 2019.

Vancouver:

Manda J. Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/123456789/3141.

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

Council of Science Editors:

Manda J. Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3141

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

University of Zambia

15. Chilufya, James. Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia.

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/349

► The purpose of this study was to investigate the attitudes of parents and teachers towards inclusive education in 20 selected basic schools of Kalulushi Disrict… (more)

Subjects/Keywords: Handcapped; Special Education; Inclusive education

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

APA (6^th Edition):

Chilufya, J. (2011). Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/349

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

Chicago Manual of Style (16^th Edition):

Chilufya, James. “Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. ” 2011. Thesis, University of Zambia. Accessed February 22, 2019. http://hdl.handle.net/123456789/349.

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

MLA Handbook (7^th Edition):

Chilufya, James. “Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. ” 2011. Web. 22 Feb 2019.

Vancouver:

Chilufya J. Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/123456789/349.

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

Council of Science Editors:

Chilufya J. Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/349

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

Dublin City University

16. Brennan, Aoife. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.

Degree: School of Education Studies, 2017, Dublin City University

URL: http://doras.dcu.ie/21956/

► In the Irish context, inclusive education has experienced transformative policy development in recent years, stemming from the international inclusion focus. The commitment to inclusive education… (more)

▼ In the Irish context, inclusive education has experienced transformative policy development in recent years, stemming from the international inclusion focus. The commitment to inclusive education is espoused in the Education for Persons with Special Educational Needs Act (EPSEN) (2004) and the plethora of legislation and policy that followed. However, at the coalface, the implementation of inclusive practice continues to be met with myriad challenges. Professional development (PD) is necessary to move inclusive education forward, yet PD has been inconsistent in this area. This inconsistency has resulted in a lack of teacher confidence and competence in enacting inclusive practice. Furthermore, transmissive models of PD are prevalent in the Irish context, despite demonstrating little impact on teacher learning. Transformative models of PD such as professional learning communities (PLCs) hold promise for whole-school reform. However, this form of PD remains under-utilised for developing inclusive practice. This study addresses the research gap relating to PLCs for inclusive practice. It is underpinned by a theoretical framework which combines an inclusive pedagogical approach (Florian, 2014) and key principles of effective PD arising from the literature, which informed the development of a PLC for inclusive practice in a primary school. Furthermore, impact of engagement in the PLC on teachers’ professional practice was explored using an evidence-based evaluation framework. This research adopted a predominantly qualitative case-study design which employed interviews, observation of practice, a researcher reflexive journal and pre-and post-study scales. A multi-layered approach to data analysis revealed key research findings relating to teacher professional learning for inclusive practice. The findings evidence that a PLC, underpinned by an inclusive pedagogical approach, positively impacted teacher attitudes and beliefs, and teacher efficacy, towards inclusive practice. In addition, the PLC had a positive impact on teachers’ individual and collaborative practice. The findings suggest that inclusive practice can be effectively developed through an on-site PLC that is characterised by critical dialogue and public sharing of work. Recommendations proffer design principles to underpin the development of PLCs for inclusive practice. These include systemic factors which were evidenced as key to supporting the PD initiative, namely: leadership for inclusion, cultivation of a safe and supportive space, external/internal support, and teacher agency. Such factors are important considerations at the macro and micro levels of the education system in the conceptualisation of PD to support teacher professional learning for inclusive practice. Advisors/Committee Members: Travers, Joe, King, Fiona.

Subjects/Keywords: Education; Inclusive and Special Education

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

APA (6^th Edition):

Brennan, A. (2017). Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/21956/

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

Chicago Manual of Style (16^th Edition):

Brennan, Aoife. “Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.” 2017. Thesis, Dublin City University. Accessed February 22, 2019. http://doras.dcu.ie/21956/.

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

MLA Handbook (7^th Edition):

Brennan, Aoife. “Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.” 2017. Web. 22 Feb 2019.

Vancouver:

Brennan A. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. [Internet] [Thesis]. Dublin City University; 2017. [cited 2019 Feb 22]. Available from: http://doras.dcu.ie/21956/.

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

Council of Science Editors:

Brennan A. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. [Thesis]. Dublin City University; 2017. Available from: http://doras.dcu.ie/21956/

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

University of Johannesburg

17. Terlizzi, Marisa Ann di. Transition from a mainstream school to a school for learners with special educational needs (LSEN): a case study of a learner's experience.

Degree: 2009, University of Johannesburg

URL: http://hdl.handle.net/10210/2454

►

M.Ed.

Educationalists the world over have recognized the need for different levels of school in and support to meet the educational needs of learners. In… (more)

▼

M.Ed.

Educationalists the world over have recognized the need for different levels of school in and support to meet the educational needs of learners. In some countries, like the United Kingdom and Australia, these types of educational services are specified by legislation (Porter, 2002, p.3). The rationale behind this is that society has a responsibility to provide all learners with an education that meets their unique learning needs (ibid., 2002, p,3). South Africa is no different, with national and departmental policies providing guidelines for the provision of specialized education and the placement of learners within such contexts. While much research has been conducted in the field of transitions from school to the workplace and from special needs education to mainstream environments, little is known about the experiences of learners undergoing the transition from mainstream education to more specialized environments. The researcher became interested in understanding this experience of learning and chose to consider the case study of 1Mike Munch, a primary school learner, who underwent the transition from a mainstream school environment to a school environment for learners with special educational needs. In order to understand Mike‟s experiences during the transition, data was collected using individual and focus group interviews, a sandtray session with the learner and projective techniques. This data was coded and analysed using content analysis and presented against a backdrop of literature, including the policy and development of inclusive education in South Africa, whole school development, systems theory and an ecosystemic perspective, as well as developmental theories of childhood and transition theory. The researcher found that Mike Munch had become more independent and motivated, gained confidence and felt more accepted in the new environment, which was more structured than the previous one. He also benefited from more intensive support and while he had to adjust to different expectations and changes he became more motivated in his learning. From these findings the researcher developed guidelines for schools to support learners 1 Pseudonym used to protect the identity of the participant iii undergoing the transition from a mainstream school environment to a school for learners with special educational needs. These included involving parents in the process, facilitating small social skills groups for learners, maintaining regular communication between team members and the home environment, positively reinforcing learners, progressing at the learner‟s pace, tailoring tasks to learner abilities, allowing learners‟ special responsibilities in the classroom, using cooperative learning strategies to increase socialization, establishing a sense of community in the classroom and providing a structured environment for learning.

Subjects/Keywords: Special education; Inclusive education

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

APA (6^th Edition):

Terlizzi, M. A. d. (2009). Transition from a mainstream school to a school for learners with special educational needs (LSEN): a case study of a learner's experience. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2454

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

Chicago Manual of Style (16^th Edition):

Terlizzi, Marisa Ann di. “Transition from a mainstream school to a school for learners with special educational needs (LSEN): a case study of a learner's experience.” 2009. Thesis, University of Johannesburg. Accessed February 22, 2019. http://hdl.handle.net/10210/2454.

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

MLA Handbook (7^th Edition):

Terlizzi, Marisa Ann di. “Transition from a mainstream school to a school for learners with special educational needs (LSEN): a case study of a learner's experience.” 2009. Web. 22 Feb 2019.

Vancouver:

Terlizzi MAd. Transition from a mainstream school to a school for learners with special educational needs (LSEN): a case study of a learner's experience. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10210/2454.

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

Council of Science Editors:

Terlizzi MAd. Transition from a mainstream school to a school for learners with special educational needs (LSEN): a case study of a learner's experience. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2454

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

University of Johannesburg

18. Flattery, Gezina Cornelia. Insluitende onderwys in 'n plattelandse gemeenskap: 'n gevalstudie.

Degree: 2011, University of Johannesburg

URL: http://hdl.handle.net/10210/3645

►

D.Ed.

To understand the concept of inclusive education in the South African context it is important to reflect on the history of the education system.… (more)

▼

D.Ed.

To understand the concept of inclusive education in the South African context it is important to reflect on the history of the education system. Prior to 1994 the Education Department had been divided into eighteen different departments which were differentiated in terms of race and ethniticity. Each department had its own policies regarding learners with barriers to learning. Some of these departments made no provision for these learners, consequently they were marginalised, especially in rural communities. Extreme disparities existed in the provision of education and virtually no black children with learning barriers had access to education. In the departments that did however provide for learners with learning barriers, psychologists evaluated these learners by means of the medical model. This model took into account only barriers that were intrinsic and which may have an effect on learning. The medical model labeled, categorised and stigmatised, learners and they were accordingly placed in special schools. Not only did this labeling negatively influence learners' self-esteem and self-worth, but that their learning barriers were seldom addressed and the required support was hardly forthcoming. After the first democratic election in South Africa in 1994, a single education department was established. Legislation has subsequently changed and every learner now has the right to equal education with the development of White Paper 6: Building an Inclusive Education and Training System. This study focused on a specific rural school and examined the implementation of inclusive education in this school. The contextual and cultural aspects of the school were considered using a case study with elements of ethnography, taking into account and how the school has accepted, implemented and promoted inclusive education. The need for change and context as well as culture was investigated, showing how this has influenced the implementation of inclusive education in this school.

Subjects/Keywords: Inclusive education; Special education

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

APA (6^th Edition):

Flattery, G. C. (2011). Insluitende onderwys in 'n plattelandse gemeenskap: 'n gevalstudie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3645

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

Chicago Manual of Style (16^th Edition):

Flattery, Gezina Cornelia. “Insluitende onderwys in 'n plattelandse gemeenskap: 'n gevalstudie.” 2011. Thesis, University of Johannesburg. Accessed February 22, 2019. http://hdl.handle.net/10210/3645.

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

MLA Handbook (7^th Edition):

Flattery, Gezina Cornelia. “Insluitende onderwys in 'n plattelandse gemeenskap: 'n gevalstudie.” 2011. Web. 22 Feb 2019.

Vancouver:

Flattery GC. Insluitende onderwys in 'n plattelandse gemeenskap: 'n gevalstudie. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10210/3645.

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

Council of Science Editors:

Flattery GC. Insluitende onderwys in 'n plattelandse gemeenskap: 'n gevalstudie. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3645

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

University of Zululand

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

Degree: 2010, University of Zululand

URL: http://hdl.handle.net/10530/629

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

▼ The aim of this study was to investigate the challenges facing educators’ in the inclusion of ADHD learners in the mainstream classroom. As an introduction to the study the challenges faced by educators’ in the inclusion of ADHD learners in mainstream classes were reviewed by means of a study of available and relevant literature. Educators are people who make learning and teaching possible and their own challenges in what is happening in the classroom are of crucial importance. Research done in South Africa on challenges faced by educators’ in inclusive education indicated that educators in mainstream classrooms generally express negative attitudes to mainstreaming policies and thus finds himself with many challenges. In the new education dispensation educators in mainstream classrooms have to accommodate learners with impairments, such as the ADHD child. Inclusion makes additional demands on educators because of the special educational needs of learners with impairments. The challenges facing educators in inclusion and their efficacy in meeting the special needs of learners with impairments play a determining role in the successful implementation of an inclusive education policy. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 110 questionnaires completed by primary school educators from the Mafukezela Gandhi district on the North Coast of KwaZulu Natal. The data was processed and interpreted by means of descriptive statistics. Essentially the following were the main findings from the empirical study:  Educators lack the necessary knowledge, skills, training and experience of learners with special educational needs.  Educators have difficulty in identifying ADHD learners.  Educators needed to change their teaching methods to accommodate learners with diverse educational needs. The study concludes with a summary and findings from the literature study and descriptive statistics. Based on these findings the following recommendations were made:  The development of curricula, institutions and methods of assessments must include a variety of strategies to accommodate learners with special educational needs, such as ADHD learners.  The basic training of educators must include compulsory courses such as orthopedagogics that will enable them to cope with the demands for inclusion of learners with special educational needs. Advisors/Committee Members: Vos, M.S (advisor).

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/629.

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

MLA Handbook (7^th Edition):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Web. 22 Feb 2019.

Vancouver:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/629.

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

Council of Science Editors:

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

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

University of Zululand

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

Degree: 2010, University of Zululand

URL: http://hdl.handle.net/10530/1089

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

▼ This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools. Advisors/Committee Members: Nzima, D.R (advisor), Govender, S (advisor).

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

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Motala, Rashid Ahmed. “Attitudes of Department of Education District officials towards inclusive education .” 2010. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/1089.

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

MLA Handbook (7^th Edition):

Motala, Rashid Ahmed. “Attitudes of Department of Education District officials towards inclusive education .” 2010. Web. 22 Feb 2019.

Vancouver:

Motala RA. Attitudes of Department of Education District officials towards inclusive education . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/1089.

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

Council of Science Editors:

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

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

University of Zululand

21. September, Sean Christian. Educator training and support for inclusive education .

Degree: 2008, University of Zululand

URL: http://hdl.handle.net/10530/1144

► When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners… (more)

▼ When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools. Advisors/Committee Members: Nzima, D.R (advisor).

Subjects/Keywords: Inclusive education – South Africa.

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

APA (6^th Edition):

September, S. C. (2008). Educator training and support for inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1144

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

Chicago Manual of Style (16^th Edition):

September, Sean Christian. “Educator training and support for inclusive education .” 2008. Thesis, University of Zululand. Accessed February 22, 2019. http://hdl.handle.net/10530/1144.

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

MLA Handbook (7^th Edition):

September, Sean Christian. “Educator training and support for inclusive education .” 2008. Web. 22 Feb 2019.

Vancouver:

September SC. Educator training and support for inclusive education . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10530/1144.

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

Council of Science Editors:

September SC. Educator training and support for inclusive education . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/1144

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

University of Wisconsin – Stout

22. Alexander, Jack. Concerns of middle and high school teachers toward inclusion of students with exceptional education needs.

Degree: 2001, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811

Subjects/Keywords: Inclusive education

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APA (6^th Edition):

Alexander, J. (2001). Concerns of middle and high school teachers toward inclusion of students with exceptional education needs. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811

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

Chicago Manual of Style (16^th Edition):

Alexander, Jack. “Concerns of middle and high school teachers toward inclusion of students with exceptional education needs.” 2001. Thesis, University of Wisconsin – Stout. Accessed February 22, 2019. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811.

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

MLA Handbook (7^th Edition):

Alexander, Jack. “Concerns of middle and high school teachers toward inclusion of students with exceptional education needs.” 2001. Web. 22 Feb 2019.

Vancouver:

Alexander J. Concerns of middle and high school teachers toward inclusion of students with exceptional education needs. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Feb 22]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811.

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

Council of Science Editors:

Alexander J. Concerns of middle and high school teachers toward inclusion of students with exceptional education needs. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811

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

University of Nairobi

23. Aswani, Rita O. School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya .

Degree: 2016, University of Nairobi

URL: http://hdl.handle.net/11295/99234

► The purpose of this study was to investigate the influence of school factors on implementation of inclusive education in Homa bay town sub-county, Kenya. School… (more)

▼ The purpose of this study was to investigate the influence of school factors on implementation of inclusive education in Homa bay town sub-county, Kenya. School factors are those aspects which are found within the school surrounding that may influence successful implementation of inclusive education. The research sought to fulfil the following objectives: to establish the influence of instructional materials, physical facilities, teaching methods applied by teachers and classroom routine practices on implementation of inclusive education in public primary schools. This research study was guided by the Social Model of Disabilities. It adopted the descriptive survey research design that targeted 17 schools, 17 head teachers, 172 teachers and 20 pupils with physical impairments. Purposive sampling method was used to pick the schools and head teacher. Teachers were selected using random sampling and pupils stratified random sampling. The instruments used were questionnaires while the focus group discussion guide was used for pupils with physical impairments; an observation checklist was used for physical facilities in school. The findings of the study revealed that implementation of inclusive education are influenced by the availability of instruction materials. However such materials especially for learners with physical impairments are not enough or available in majority of schools. Physical facilities influenced implementation of inclusive education for learners with physical impairments although majority of schools lacked some of these facilities. There was a positive relation between teaching methods and the implementation of inclusive education. However, there are many challenges in using teaching methods and this makes it difficult to implement inclusive education as needs of learners with physical impairments are not catered for. The relationship between classroom routine practices and implementation of inclusive education for learners with physical impairments was positive. This shows that the practices influenced implementation process. The researcher therefore concluded that the implementation of inclusive education in public primary schools for learners with physical impairments is strongly influenced by school factors such as instructional materials, physical facilities, teaching methods and classroom routine practices applied within the learning environment. From the research several recommendations are made; the government should provide enough funds for the purchase of instruction materials for learners with physical impairments for smooth implementation of inclusive education. Schools should construct and purchase necessary physical facilities for learners with physical impairments. Teachers should apply appropriate teaching methods to cater for learners with physical impairments. Classroom routine practices should cater for all learners including those with physical impairments. Suggestions for further studies have also been given which include; Influence of…

Subjects/Keywords: Implementation of Inclusive Education

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

APA (6^th Edition):

Aswani, R. O. (2016). School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/99234

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

Chicago Manual of Style (16^th Edition):

Aswani, Rita O. “School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya .” 2016. Thesis, University of Nairobi. Accessed February 22, 2019. http://hdl.handle.net/11295/99234.

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

MLA Handbook (7^th Edition):

Aswani, Rita O. “School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya .” 2016. Web. 22 Feb 2019.

Vancouver:

Aswani RO. School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/11295/99234.

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

Council of Science Editors:

Aswani RO. School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/99234

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

University of Zambia

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

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/347

► 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)

▼ 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 collaboration between mainstream classroom and special education teachers in regular basic schools, identify the factors that influenced the implementation of the inclusive practices in the school system and to uncover the differences in attitudes that existed among various subgroups. The study was a descriptive survey design. Both qualitative and quantitative research paradigms were used to gather information from general and special education teachers. The sample consisted of 105 teachers at seven purposively selected regular basic schools practising inclusion in Kabwe district.The analysis had review that, in general, teachers had positive attitudes towards inclusive education. They agreed that it enhanced social interaction. Thus, it minimised negative attitudes towards pupils' with special educational needs. Teachers who had experienced inclusive programmes and therefore, had continuous active experience of inclusion had possessed more positive attitudes towards inclusive education. The findings also showed that collaboration between the mainstream and special education teachers was important and that there should be a clear guideline on the implementation of Inclusive Education. The results of the study found that teachers' attitudes appeared to be strongly influenced by various factors such as the nature and severity of the disabling conditions. The study recommended that: 1. The Ministry of Education should move their thinking about professional development away from low (INSET) level technical responses towards longerterm effective practitioner training. 2. The idea of having simply more people or more inclusive basic schools or materials were not enough; rather, the Ministry of Education should monitor how the resources were being utilised. This issue should be addressed in the school level within a whole-school policy and at the district, provincial and national educational levels through a reorganisation of the management and support services. 3. Regular school-based and district-based INSETS should be conducted regarding pupils with special needs. 4. The Ministry of Education should ensure continuous provision of adequate resources to inclusive classes if the policy of inclusion is to achieve its intended goals. 5. The Ministry of Education should ensure the involvement of Educational Psychologists in inclusive education would give new directions and theory andpractice.

Subjects/Keywords: Inclusive Education; Basic Schools

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APA (6^th 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 (16^th 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 February 22, 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 (7^th Edition):

Cheelo, Charles Mwiinga. “An investigation into teachers' attitude towards inclusive education in basic schools:A case of Kabwe District .” 2011. Web. 22 Feb 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 Feb 22]. 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

Nelson Mandela Metropolitan University

25. Swartz, Deon Jude. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.

Degree: Faculty of Education, 2015, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/5065

► Education support provision underwent a complete metamorphosis with the adoption of Education White Paper 6: Building an Inclusive Education and Training System in 2001. Within… (more)

▼ Education support provision underwent a complete metamorphosis with the adoption of Education White Paper 6: Building an Inclusive Education and Training System in 2001. Within this new paradigm, learners who experience Mild intellectual barriers to learning are understood from a culture of inclusion and accommodation within mainstream education, alongside their non disabled peers. Another important development within Inclusive Education is the recognition of parents as important role-players in their children’s education. This bold transformation implies that teachers and parents need the necessary support from health professionals and support staff at District Based Support Teams (DBSTs) attached to the local Education Support Centres, in order for them to support their children who experience Mild intellectual barriers to learning. As a result of the radical overhaul of the education system to accommodate learners who experience Mild intellectual barriers to learning in mainstream schools, the main aim of the study is to establish the implications for teachers and parents who deal with such learners. The researcher employed a qualitative research design within an interpretive paradigm from a phenomenological perspective, in order to capture the organic richness of the participants’ perceived experiences with regards to the phenomenon under investigation. The researcher made use of a combination of convenience, judgement and purposive sampling. The sample group included teachers and parents from two primary schools who deal with learners who experience Mild intellectual barriers to learning. The learners had previously been assessed psychometrically by Educational Psychologists and identified as fulfilling the criteria for Mild intellectual barriers to learning. Data were collected by means of semi-structured interviews and separate interview schedules were drafted for teachers and parents. Data was analysed using Tesch’s eight step data analysis procedure to identify common themes which emerged from the participants’ responses. The findings of the research indicated teachers and parents had different perceptions about their roles in regards to the children whose learning they support. It also indicated that teachers experience challenges in their attempts to support their learners who experience Mild intellectual barriers in their classes, and with understanding the philosophy of Inclusive education. Furthermore, both parents and teachers experience a lack of support from health professionals and Inclusive Education specialists at the DBSTs within Bronfenbrenner’s eco-systemic framework, which formed the theoretical foundation for this study. Consequently, strategies to support teachers and parents to address these challenges were proposed.

Subjects/Keywords: Learning disabilities; Inclusive education

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APA (6^th Edition):

Swartz, D. J. (2015). Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/5065

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

Chicago Manual of Style (16^th Edition):

Swartz, Deon Jude. “Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.” 2015. Thesis, Nelson Mandela Metropolitan University. Accessed February 22, 2019. http://hdl.handle.net/10948/5065.

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

MLA Handbook (7^th Edition):

Swartz, Deon Jude. “Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.” 2015. Web. 22 Feb 2019.

Vancouver:

Swartz DJ. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10948/5065.

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

Council of Science Editors:

Swartz DJ. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. [Thesis]. Nelson Mandela Metropolitan University; 2015. Available from: http://hdl.handle.net/10948/5065

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

Victoria University of Wellington

26. Tufue, Rasela. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1539

► This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in… (more)

Subjects/Keywords: Samoa; Inclusive education; Policy

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APA (6^th Edition):

Tufue, R. (2010). Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1539

Chicago Manual of Style (16^th Edition):

Tufue, Rasela. “Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed February 22, 2019. http://hdl.handle.net/10063/1539.

MLA Handbook (7^th Edition):

Tufue, Rasela. “Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.” 2010. Web. 22 Feb 2019.

Vancouver:

Tufue R. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10063/1539.

Council of Science Editors:

Tufue R. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1539

27. Plate, Elisabeth. Staff support for inclusion : an international study.

Degree: PhD, 2012, Canterbury Christ Church University

URL: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

► The idea for this research emerged following previous experiences in schools in Germany and England, noting their differences and similarities, and their equally persistent problems… (more)

▼ The idea for this research emerged following previous experiences in schools in Germany and England, noting their differences and similarities, and their equally persistent problems responding to diversity inclusively. The thesis consists of an in-depth exploration of cultures, policies and practices in schools and their rationales regarding the development of inclusion in education. At the core of the thesis are responses to diversity I perceived in two primary schools, one in London and one in Berlin, focusing in particular on the active participation of staff. My experiences were systematised through an international, ethnographic case study approach, which included six months fieldwork, as a participant observer, conducting semistructured interviews and exploring school documents. I investigated the participation of children, parents and staff – the three main groups of people in the schools – looking at their roles, their interaction and the barriers they experience. I related my findings to current notions of inclusion and responses to diversity in education, both in the respective literature and in policy documents, highlighting local, national and international differences, their mismatch with educational practice and resulting discriminatory effects. I found the active participation of staff to be an essential condition for inclusion in education, which has so far been treated peripherally. The barriers they experience to their own participation limit their capacity to respond inclusively to diversity and to establish communities in which everyone, all children and all adults, are valued equally. Additionally, parents and children were found to be potential contributors to developments towards inclusion, but were often excluded from contributing to developments in educational practice, so their potential strengths as resources for inclusion were lost. Consequently, I argue that any approach to inclusion in education has to increase the participation of staff, as well as being supported through the contributions of children and parents. I suggest a model for inclusive school development: namely, a collaborative process between all concerned, to increasingly mobilise the individual strengths of adults and children to support the participation of all: children, parents and staff.

Subjects/Keywords: 371.9046; LC1200 Inclusive education

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APA (6^th Edition):

Plate, E. (2012). Staff support for inclusion : an international study. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

Chicago Manual of Style (16^th Edition):

Plate, Elisabeth. “Staff support for inclusion : an international study.” 2012. Doctoral Dissertation, Canterbury Christ Church University. Accessed February 22, 2019. http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690.

MLA Handbook (7^th Edition):

Plate, Elisabeth. “Staff support for inclusion : an international study.” 2012. Web. 22 Feb 2019.

Vancouver:

Plate E. Staff support for inclusion : an international study. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2012. [cited 2019 Feb 22]. Available from: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690.

Council of Science Editors:

Plate E. Staff support for inclusion : an international study. [Doctoral Dissertation]. Canterbury Christ Church University; 2012. Available from: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

28. Ekins, Alison. An exploration of inclusive practices in schools : case studies of two primary schools.

Degree: Thesis (EdD), 2010, Canterbury Christ Church University

URL: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578

► This thesis uses the accounts of teachers and senior leaders from two case study schools to explore issues impacting upon the development of inclusive practices… (more)

▼ This thesis uses the accounts of teachers and senior leaders from two case study schools to explore issues impacting upon the development of inclusive practices within schools. The notion of inclusion is a complex and problematic one, and this study illuminates that complexity through the accounts and experiences of two ‘ordinary’ schools mediating the challenges of developing inclusive practices within the current educational system. The study purposefully focuses upon the perspectives of the teachers and senior leaders. Other voices, including those of the pupils, parents and support staff within the school, have not been included, in order to retain the focus upon gaining greater depth of understanding of the complex issue of inclusion through the eyes and voices of the professionals (teachers and senior leaders) engaging in the decision making and day to day planning for meeting the needs of all pupils. The study uses an ethnographic case study approach to gather data through semi-structured interviews, observation (including classroom visits), learning conversations and strategic focus group discussions. A three phase research approach has been developed to reflect ongoing engagement with the complex issue of researching perspectives towards developing inclusive practices within schools. A non-judgemental and non-evaluative research approach has been utilized, which moves away from the researchers’ usual role working with schools in a collaborative or advisory capacity, and models the need to create interruptions in thinking and practice to be able to fully understand the complex factors impacting upon the development of inclusive practices within schools. The perspectives and accounts of the teachers and senior leaders enable tensions existing within policy, literature, research and practice to be identified. The study argues that attention needs to be paid more to the emotional aspects of the experience of developing inclusive practices, and the impact that that has upon staff groups, rather than a narrow focus upon specific actions and outcomes. The centrality of values and principles which are shared and continually discussed and re-negotiated to produce an embedded inclusive school culture is acknowledged, as well as the impact of positive, supportive and inclusive staff relationships within this process.

Subjects/Keywords: 371.2; LC1200 Inclusive education

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APA (6^th Edition):

Ekins, A. (2010). An exploration of inclusive practices in schools : case studies of two primary schools. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578

Chicago Manual of Style (16^th Edition):

Ekins, Alison. “An exploration of inclusive practices in schools : case studies of two primary schools.” 2010. Doctoral Dissertation, Canterbury Christ Church University. Accessed February 22, 2019. http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578.

MLA Handbook (7^th Edition):

Ekins, Alison. “An exploration of inclusive practices in schools : case studies of two primary schools.” 2010. Web. 22 Feb 2019.

Vancouver:

Ekins A. An exploration of inclusive practices in schools : case studies of two primary schools. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2010. [cited 2019 Feb 22]. Available from: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578.

Council of Science Editors:

Ekins A. An exploration of inclusive practices in schools : case studies of two primary schools. [Doctoral Dissertation]. Canterbury Christ Church University; 2010. Available from: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578

29. Wolstenholme, Carol. A local authority and educational inclusion : an investigation of policy and practice.

Degree: PhD, 2008, University of Northampton

URL: http://nectar.northampton.ac.uk/2802/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823

► The research here reported investigated the perceptions of professionals of the implementation of educational inclusion policy within one English Local Authority (LA). Using a mixed… (more)

▼ The research here reported investigated the perceptions of professionals of the implementation of educational inclusion policy within one English Local Authority (LA). Using a mixed methods approach, utilising in-depth interviews, observation and documentary analysis this investigation was pursued through the collation and analysis of data to reveal the experiences and perspectives of the professional stakeholders in the inclusion process and evaluated these against the aims established in LA policy documentation. In seeking opinions and conducting this analysis the research provides insights into the current practices which impact upon the LA policy and will allow for discourse in respect of possible future developments. The thesis builds upon previous research and literature in the area of inclusive education much of which is reviewed within the work. This has informed the development of the multi-methods research model used for field work and data collection from a wide variety of sources. Complexities surrounding the interpretation are discussed and the thesis focuses upon opportunities to gather information which has potential value to both users and providers of the education service within the LA. Within this thesis the researcher views inclusion as the process of ensuring that all pupils, irrespective of background, ethnicity, race, religion, ability, disability, SEN or gender are able to participate fully in an educational setting appropriate to their needs, whether this be mainstream, special school, Pupil Referral Unit, or college. Being a process it is accepted that the factors which determine the move towards inclusion will be subject to socio-political, economic and cultural changes and that the research reported provides insights into a situation which will be subject to change over time. However, the insights gained provide an opportunity for discussion and debate within the Local Authority at the heart of the study which could have beneficial implications for all parties involved

Subjects/Keywords: 370; LC1200 Inclusive education

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

APA (6^th Edition):

Wolstenholme, C. (2008). A local authority and educational inclusion : an investigation of policy and practice. (Doctoral Dissertation). University of Northampton. Retrieved from http://nectar.northampton.ac.uk/2802/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823

Chicago Manual of Style (16^th Edition):

Wolstenholme, Carol. “A local authority and educational inclusion : an investigation of policy and practice.” 2008. Doctoral Dissertation, University of Northampton. Accessed February 22, 2019. http://nectar.northampton.ac.uk/2802/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823.

MLA Handbook (7^th Edition):

Wolstenholme, Carol. “A local authority and educational inclusion : an investigation of policy and practice.” 2008. Web. 22 Feb 2019.

Vancouver:

Wolstenholme C. A local authority and educational inclusion : an investigation of policy and practice. [Internet] [Doctoral dissertation]. University of Northampton; 2008. [cited 2019 Feb 22]. Available from: http://nectar.northampton.ac.uk/2802/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823.

Council of Science Editors:

Wolstenholme C. A local authority and educational inclusion : an investigation of policy and practice. [Doctoral Dissertation]. University of Northampton; 2008. Available from: http://nectar.northampton.ac.uk/2802/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545823

University of Hong Kong

30. 區美蓮; Au, Mei-lin. The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom.

Degree: Master of Social Sciences, 2012, University of Hong Kong

URL: Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 ; http://dx.doi.org/10.5353/th_b5156800 ; http://hdl.handle.net/10722/196524

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The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of… (more)

Subjects/Keywords: Social acceptance; Inclusive education

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

APA (6^th Edition):

區美蓮; Au, M. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Masters Thesis). University of Hong Kong. Retrieved from Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 ; http://dx.doi.org/10.5353/th_b5156800 ; http://hdl.handle.net/10722/196524

Chicago Manual of Style (16^th Edition):

區美蓮; Au, Mei-lin. “The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom.” 2012. Masters Thesis, University of Hong Kong. Accessed February 22, 2019. Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 ; http://dx.doi.org/10.5353/th_b5156800 ; http://hdl.handle.net/10722/196524.

MLA Handbook (7^th Edition):

區美蓮; Au, Mei-lin. “The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom.” 2012. Web. 22 Feb 2019.

Vancouver:

區美蓮; Au M. The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Feb 22]. Available from: Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 ; http://dx.doi.org/10.5353/th_b5156800 ; http://hdl.handle.net/10722/196524.

Council of Science Editors:

區美蓮; Au M. The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. [Masters Thesis]. University of Hong Kong; 2012. Available from: Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 ; http://dx.doi.org/10.5353/th_b5156800 ; http://hdl.handle.net/10722/196524

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Open Access Theses and Dissertations