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1
Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1968.
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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.
2
September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.
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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.
3
Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.
Full textAbstract:
This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.
4
Silwamba, Simon, and n/a. "Inclusive education in Zambia: the Kalulushi trial inclusive program." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.115015.
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This qualitative study examined the perceptions of stakeholders (administrators,
principals, teachers, students, parents of students with/without disabilities and
community members) in the Kalulushi District of Zambia�s Copperbelt province
about their views on inclusive education in their district. The study provided a
detailed, comprehensive portrait of the views of stakeholders, a view which can serve
as a medium through which Zambia can familiarise itself with issues and concerns
surrounding inclusion, anticipate problems and plan strategies for success. This
study�s primary purpose was to obtain the perceptions of stakeholders in the district
regarding a trial of inclusion and to compare their issues and concerns with those
encountered in developed countries.
The collection of data was conducted over a period of two months and involved
interviews, surveys, and focus groups with all stakeholders and analysis of national
and local policy. The thesis provided a rich description and detailed analysis of the
views of stakeholders regarding issues and concerns about inclusion. Among the
findings are that (a) general economic conditions, restructuring programs and medical
and social-cultural issues have a huge impact on the implementation of inclusion; (b)
schools in the district have few human and material resources to support inclusion; (c)
students with/without disabilities and most stakeholders, except teachers, tend to
favour inclusion; and (d) the agenda for donor countries complicate educational
reform in developing countries.
5
Vitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).
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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.
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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.
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Coelho, Clarisse Balixa. "Atitudes e práticas de docentes e técnicos especialistas face à educação inclusiva." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29672.
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A educação inclusiva está hoje presente nas políticas educativas, procurando
criar na escola um espaço de educação para todos tal como está previsto nos documentos
internacionais subscritos por Portugal, como a Declaração de Salamanca e a Convenção
dos direitos da pessoa com deficiência. Estas mudanças acarretam grandes desafios para
os profissionais que atuam no espaço escolar. A forma como cada profissional
perspetiva a inclusão é assente em atitudes que consequentemente se refletem nas suas
práticas educacionais.
O objetivo do presente estudo é compreender as atitudes e práticas dos docentes
e técnicos especializados face à educação inclusiva.
O estudo desenvolvido (N= 470), dirigiu-se a professores e técnicos
especializados a trabalhar em contexto de escola inclusiva. Para o efeito construímos e
aplicámos a Escala de Atitudes Inclusivas. A análise dos dados aponta uma atitude
inclusiva de maior intensidade por parte dos técnicos especializados comparativamente
com os docentes, com maior evidência na dimensão afetiva.
A finalizar, este estudo salienta-se a importância da componente atitudinal nas
boas práticas inclusivas; Abstract:
“Teachers and STAFF/specialists Pratices and Behaviors About Inclusive
Education”
The inclusive education is a reality even more important in the educative politics,
in order to reform the educative system, consequence of the international conjecture that
constitutes the legislation which takes part the inclusive school. The way each
professional perspective the inclusion process is based in attitudes that affects his
educational practices.
The main goal of this study is understand teacher’s and specialized technician’s
attitudes and practices about inclusive education. The quantitative nature of this study
involved an intervention group of (N=470), questioned with the instrument ITAI,
created for this study. The data analysis reveals more intense attitude about inclusion by
the specialized technician’s, when compared with the teachers, with a bigger evidence
in the affective dimension.
Finalizing, this study points the importance of the attitudinal component in good
inclusive practices.
8
Caputo, Mara. "Autism and social skills in the inclusive setting /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_caput_autis.pdf.
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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.
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Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed.
Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature.
Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
10
Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. 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.
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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, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.
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Lianeri, Ioanna. "Inclusive education in Greece : official policies, alternative discourses and the antinomies of inclusion." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020749/.
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The concept of inclusion, despite the problems associated with its implementation both within and beyond the field of education, has become a central feature in the educational and social policy agendas of numerous national administrations and international human rights organisations. This thesis critically investigates the current form, content and function of inclusive policy and practice in the Greek educational system and wider social life, focusing predominantly on issues concerning disabled people. The thesis approaches inclusion as a contested concept, permeated by values and, thus, susceptible to a wide range of contextual meanings in the discourse of different social agents, involving endless disputes about its 'proper' meaning and uses. With this in mind, the study examines the discursive formulation of inclusion by three distinct social agents in the field of education: policy makers, disability theorists/activists and educationalists. By employing secondary research methods, including analysis of formal policy statements and literature review, and interviews, the thesis aims to expose the conflicting visions and contrasting agendas that exist under the outwardly unified banner of inclusion. The antinomies that underlie the making of inclusive schools and the intrinsic tensions within the conceptual framework of inclusion reveal a struggle between hegemonic and counter-hegemonic inclusion discourses. In contemporary educational and social policy, the humanitarian vocabulary of the inclusion movement has been colonised by dominant discourses of normalisation. As a result, the illusive concept of inclusion has been assimilated into governmental discourses and has become part of governance in an essentially unaltered exclusionary education system and society, rather than an emancipatory idea which opposes existing official models and prevailing policies of discrimination and exclusion. Hence, the struggle for the formulation of a truly inclusive social reality (in Greece and elsewhere) necessitates a shift of focus from moral imperatives onto the politics of disability, and from the unambiguous ideal of inclusion onto the material economic, political, social and cultural characteristics of the new world order to which the inclusion movement aspires.
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Olson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.
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Hurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.
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Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.
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Harkins, Bradford J. "Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293610.
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Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in American classrooms over the next ten years due to progressively more stringent federal and state mandates. In order for inclusion to result in adequate yearly progress for all student subgroups, it is imperative that it be properly implemented. Research has established that a critical component for proper implementation is an understanding of baseline attitudes in regard to inclusive education held by educators. The purpose of this study is to explore the attitudes of pre-K-12 general and special education teachers, school site administrators, school psychologists, paraprofessionals, physical and occupational therapists, speech and language therapists, certified non-teaching, school office staff and special education office staff in a medium-sized school district in southern Arizona. This study examines attitudes held by educators, their foundations of knowledge, attitudes, perceptions and opinions that shape their attitudes; and potential recommendations for implementation strategies that are predicted to be successful by these educators.
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Pearce, Michelle. "Towards inclusive standards." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/241.
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The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice and inservice training. Before standards could be assessed for their inclusivity, however, it was necessary to identify the knowledge, skills and attributes of inclusive secondary school teachers and how they could be acquired.
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Chambers, Cynthia R. "POP Arts: Inclusive Performance Arts Programming." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3868.
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Chambers, Cynthia R. "Performing Together through Inclusive Arts Programming." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3869.
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Chambers, Cynthia R. "Building an Inclusive Performance Arts Community." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3866.
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Chambers, Cynthia R. "Turning Pages Together: Inclusive Book Clubs." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3867.
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Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.
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Abstract
Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through a MANOVA and MANCOVA. The results indicated that teachers had positive attitudes toward inclusionary teaching practices; however, the teachers also conveyed negative attitudes toward the philosophical aspects of inclusionary teaching practices, and these attitudes differed significantly per level of education and teacher training. The results of this study were used to develop a teacher training curriculum to improve co-teaching strategies, classroom management tips, emergency procedures, and information about learning disabilities. This study will contribute toward positive social change as these attitudes impact the teaching practices and student learning.
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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.
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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.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.
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Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.
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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Review examines philosophical literature of inclusive education, legislative and judicial history, and service delivery models for special education. In Chapter 3, Methods: A Conceptual Analysis, we examine the history and practice of conceptual analysis, and then look at the models of conceptual analysis as detailed by Jonas Soltis. Chapter 4, Conceptual Analyses, is the core of this dissertation, containing a generic analysis of the `inclusive classroom,' differentiation analyses of `inclusion,' and `co-teaching,' and a generic analysis of `having a disability.' Finally, in Chapter 5, Discussion, we examine implications for further research and conclusions.
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Hallahan, Carolyn. "Inclusive further education in a market economy." Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.
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This research evaluates the process of providing an inclusive education in a market culture. It investigates the experiences of eight young people with learning difficulties and disabilities who are students in a further education college. As it applies a focus to one specific case study example, in order to generalise from the literature and two other sample colleges, it represents ethnographic methodology. This is appropriate for the purposes of the study, which are to explore the implications of such processes, within an institutional and organisational structure which is subject to significant changes and restraints. The period under examination is one in which provision for this group of learners is influenced by a multiplicity of factors, not always evident on surface examination. Consequently, a focused ethnographic case study allows for a level of detailed analysis which can illuminate the effects of organisational changes upon individual development. The context in which the case study is set includes the plethora of Further Education Funding Council documentation during the 1990s, the critiques offered by academics of a narrowly competence-based and outcomes-related system, and the implications for students with special educational needs in further education colleges of the recent Dearing Report (1996) and soon to be published Tomlinson Report (1996). The case study provides an illustration of issues raised in recent literature and is set within the broader framework of recent initiatives. Through the use of detailed evaluation of a sample of students progressing through the assessment process in one college, recommendations and reflections contribute original evidence of the influence of legislation on current practice. Using the model of further education, tensions between an inclusive ideology and the demands of a market economy are evaluated and the case-study evidence has application beyond this sector to other areas of educational developments.
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Singal, Nidhi. "Exploring inclusive education in an Indian context." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616137.
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Hladush, I. "Pecularities of inclusive education in different countries." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16663.
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Pillay, Savondarie Govindaswami. "The role of physiotherapy in inclusive education." University of the Western Cape, 2011. http://hdl.handle.net/11394/5308.
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Magister Scientiae (Physiotherapy) - MSc(Physio)The education system in South Africa has been on a path of change since 1994, in an effort to correct the injustices and inequalities of our apartheid past. In 2001 Education White Paper Six and the inclusive education policy was introduced. This policy is based on creating an environment where special needs education is seen as a non-racial and integrated part of the education system and envisages the role of special schools changing in order to facilitate this process. Special schools will continue to provide services to the severely disabled and high needs learner. However staff at special schools will be encouraged to make their expertise and resources available to the ordinary schools in the community. This study is focused on the role of the physiotherapist in special schools. The introduction of the new policy required physiotherapists to serve the needs of learners at special schools as well as provide indirect support to ordinary schools in the community. However physiotherapists have not been trained to provide indirect support and feel that they have not had adequate assistance to improve their skills and knowledge in this area. This study therefore looked at how the knowledge, skills and attitudes of physiotherapists can be enhanced and developed in order to meet the need of successfully implementing inclusive education. The aim of the study was to design, implement and evaluate an intervention aimed at improving the knowledge, skills and attitudes of physiotherapists in providing indirect support in the education system. In order to do so, it was necessary to meet the following objectives. Firstly to determine how physiotherapists perceive indirect support and their role in the district based support team; and secondly to determine the barriers experienced by physiotherapists in providing indirect support as well as their needs to provide appropriate support within the inclusive education framework. A qualitative study was conducted using the action research method. This study involved five special schools in the Western Cape and a total of nine participating physiotherapists. Focus group discussions were used to collect data. The first focus group discussion involved participants identifying their perceptions of indirect support, their role in the district based support team, barriers to indirect support and their needs in order to provide appropriate support in the inclusive education framework. The data collected were analyzed using content analysis. The findings revealed that many of the physiotherapists are experiencing difficulties in making the shift from direct to indirect support, due to not having been provided with the necessary support, resources and training to facilitate the transition to inclusive education practices. A second round of focus group discussions were held for the physiotherapists to prioritise a need that the intervention would be based on. Thereafter a training workshop was held, based on the prioritised need, to improve the provision of indirect support by physiotherapists. This research has shown that physiotherapists have begun to engage with the change process by questioning the implications of the inclusive education policy and looking at how their role in special schools needs to change. The physiotherapists require assistance in the facilitation of a transition from providing mainly direct support in special schools, to also providing indirect support in an inclusive education setting. They require the assistance of the school management and the Department of Education to provide the necessary support, resources and training to facilitate the transition to inclusive education practices.
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Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.
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The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in order to teach students with disabilities. The educators agree that they need more training in order to appropriately plan and advocate effectively for students.
The major findings on research questions reveal that 53% of educators in this district strongly agree that they feel comfortable in working collaboratively with each other regarding students with IEPs. Also, 22% of educators strongly disagree that the regular education teachers should only be responsible for teaching students who are not identified as having special needs. In spite of the small sample which was a school district in Southern California that was used for this survey, the findings of the study were valuable for several reasons. First, the educators’ attitudes towards inclusive education were more positive than negative; and second, both special and general educators like to collaborate, display responsibility, and accommodate services to students with disabilities.
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Chhetri, Kishore Kumar. "Preparing teachers for inclusive education in Bhutan." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134082/1/Kishore%20Kumar%20Chhetri%20Thesis_Redacted.pdf.
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This research examined pre-service and beginning teachers' understandings of inclusive education, confidence and preparation for teaching in inclusive classrooms. The study was a descriptive case study with twelve pre-service and twenty beginning teachers in six inclusive schools. Research findings inform five recommendations: enhanced training and development of the teachers, enhanced policy and practice including with community, improved teaching and learning materials, better articulation of duties and responsibilities of all teachers, and transforming class size. This study will make a significant contribution to research on inclusive education in South West Asian countries, as well as to the achievement of inclusive education policy ideals in Bhutan.
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Camedda, Donatella. "Understanding Inclusion. Teachers' Inclusive Attitudes From Values To Practice." Doctoral thesis, Università degli studi di Padova, 2016. http://hdl.handle.net/11577/3425253.
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This thesis aims to explore the theme of teachers’ inclusive attitudes, offering a new theoretical and methodological approach of investigation. Concentrating on teachers’ understanding of inclusion, this study examines the complexity of relations between values and practice highlithing some critical aspects related to the transition of inclusive attitudes into inclusive practice. Moreover, the attention focuses also on the role of teacher education in developing and promoting inclusive attitudes, in order to understand and idenitify possible implementation for intial teacher education and ongoing training. Framing the interpretation of inclusion and inclusive education adopted in this work, particularly related to the development of those concepts at a local and international level, this work takes critically into account the Italian background, where the policy of integrazione scolastica has been established for almost forty years, but where there still are situation of intra-exclusion.
The theoretical framework, embracing the idea of inclusion and inclusive education in their wider meaning, proposes an original rationale for studying inclusive attitudes with a qualitative approach, formulating a model configuration that supports the empirical investigation. Methodologically, the study is carried on with the creation of an art-mediated tool through which twenty six interviews to teachers in service, (K13) attending a specialisation course on qualified support teaching, have been conducted.
Data analysis, software aided, is based on a multi phase content coding and a network/table representation, using a top-down/bottom-up approach. Outcomes are then further interpreted and discussed integrating excerpts form teachers’ interviews.
Outcomes show that teachers demonstrate inclusive attitudes despite these are then hardly put into practice chiefly due to systemic factors, such as a lack of general teacher preparation on inclusion-related topics and so on. The complexity of relations between values and practice implicates that more efforts and changes need to be taken in order to positively transferr inclusive values into action. In fact, teachers’ inclusive attitudes seem to find barriers in the everyday school practice.
Given the results of this study, it is possible to argue that the process from integrazione scolastica to inclusion needs to be further investigated within the Italian background, adopting a critical approach and possibly through cross-cultural research with other countries that are experiencing a passage towards a more inclusive education.Questa tesi si propone di approfondire il tema degli atteggiamenti inclusivi degli insegnanti, offrendo un nuovo approccio teorico e metodologico. Concentrandosi sulla comprensione degli insegnanti rispetto all’inclusione, questo studio esamina la complessità delle relazioni tra i valori e la pratica mettendo in luce alcuni aspetti critici relativi alla transizione di atteggiamenti inclusivi in pratica inclusiva. Inoltre, l'attenzione si concentra anche sul ruolo della formazione degli insegnanti per lo sviluppo e la promozione di atteggiamenti inclusivi, al fine di comprendere e idenitificare possibili implementazioni per la formazione iniziale e in itinere degli insegnanti. Configurando l'interpretazione di inclusione ed educazione inclusiva adottate in questo lavoro, in particolare legate allo sviluppo di questi concetti a livello locale e internazionale, questo studio investiga criticamente il contesto italiano dove, nonostante le politiche di integrazione scolastica adottate da quasi quaranta anni, si verificano ancora situazioni di intra-esclusione. Il quadro teorico, abbracciando l'idea di inclusione e integrazione scolastica nella loro accezione più ampia, propone una cornice originale per lo studio degli atteggiamenti inclusivi attraverso un approccio qualitativo e la formulazione di un modello di configurazione teorica che supporta l'indagine empirica. A livello metodologico, attraverso uno strumento creato ad hoc, sono state condotte ventisei interviste ad insegnanti (tutti i livelli di scuola) in servizio e frequentanti un corso di specializzazione per le attività didattiche di sostegno. L'analisi dei dati, operata con l’ausilio di un software, si basa su una codifica di contenuti a fase multipla e una rappresentazione di mappe/tabelle, adottando un approccio bottom-up/top-down. I risultati sono ulteriormente interpretati e discussi grazie all’integrazione di estratti dalle interviste, mostrando che gli atteggiamenti inclusive dei docenti vengono poi difficilmente messi in pratica, principalmente a causa di fattori sistemici, come la mancanza di preparazione generale degli insegnanti su argomenti legati ai temi dell’inclusione. Infatti, gli atteggiamenti inclusivi degli insegnanti sembrano trovare ostacoli proprio nella pratica scolastica quotidiana. Infine, è possibile sostenere che il passaggio da integrazione scolastica a inclusione necessiti di essere ulteriormente esaminato a livello locale italiano, adottando un approccio critico e possibilmente attraverso ricerche internazionali che vedano coinvolti anche altri paesi impegnati nella transizione verso una educazione maggiormente inclusiva.
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Chambers, Cynthia R. "Building Inclusive, Community-Based Book Clubs." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3861.
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Kioko, Victor Kitau. "Becoming inclusive : a Deleuzoguattarian view of inclusive education policy struggles in Kenyan primary schools." Thesis, University of Winchester, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550216.
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This thesis is based on a study into the tensions and struggles between written government policy on inclusion and the reality of living and lived policy in Kenya, taking the experiences of a primary school’s attempt to become inclusive as its primary focus. The methodology builds on the metaphorical concepts of a ‘rhizome’, ‘tree’, ‘lines of flight’ and ‘becoming’ as they are espoused by Deleuze and Guattari (1987) in their philosophical writings in the book, A thousand plateaus. The contrast between the rhizome and the tree provides the basis for the critique of 'methodolatory' (Chamberlain, 2000: 287) and creates spaces for creative imagination in conducting inclusive research. The thesis advances a view of IE as a becoming, and draws upon the ‘philosophies of difference’ to offer new lenses for thinking and acting inclusively within schools (Allan, 2008). Through a rhizoanalytic approach, the relations and connections between written and lived policy are explored in order to consider what sort of educational spaces might be worthy of the inclusion of children and adults. The thesis also examines the wider contexts within which exclusive tendencies are harboured. Besides the surface view of inclusive education, participant accounts and conceptualisations imply that there is an invisible view of IE which is informed by a much more complex set of understandings. Therefore, teachers in their attempts to teach inclusively are often caught up in these complexities and disciplinary power networks which can be understood if they work closely with policy officials. The central recommendation of this study is that, there is need for policy officials to engage more deeply with teachers in order to understand their actual experiences. In this way, policy changes can begin to reflect school practices and capture the issues that teachers regard as priorities for promoting inclusive initiatives. This view suggests a change to a bottom-up and rhizomatic approach in the way policy is made and implemented because teachers had a feeling of being left out in making decisions that affect their work. To address issues of inequality, ethnicity should form part of future research in order to create different ways of tackling institutional exclusions and build foundations for citizenship and social cohesion.
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Baltag, Irina. "Construção de uma escola inclusiva: realidade(s) e futuro(s)." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12557.
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Goodlad & Lovitt (1993 citados por Praisner, 2003), sugerem que a decisão de desenvolver uma escola inclusiva exige mudanças de mentalidades dos principais agentes educativos e particularmente dos dirigentes, estando estritamente ligados com valores, crenças e mudança de atitudes dos líderes escolares.
Os objetivos deste estudo visam identificar a perceção dos dirigentes sobre a escola inclusiva e o papel destes na implementação da inclusão nas escolas regulares.
Os dados foram recolhidos através de revistas semi-estruturadas a 12 participantes de 3 agrupamentos de escolas da zona centro de Portugal, dentre os quais os diretores, subdiretores, coordenadores do 1º e 2º ciclo. Os resultados mais destacados sugerem que na construção da escola inclusiva é importante considerar normas e princípios sobre a igualdade de oportunidades, promoção do ensino diferenciado em contexto regular, a disponibilização de recursos e promoção de colaboração entre vários profissionais e a família. Relativamente aos resultados menos referenciados sobressaem as dificuldades na implementação da inclusão, as práticas de ensino individualizado e avaliação dos alunos, as ações de sensibilização e formação, presença de valores de aceitação e o excesso de alunos nas turmas; Building an Inclusive School: Realities and Future
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Goodlad & Lovitt (1993 cited by Praisner, 2003), suggest that the decision to develop an inclusive school requires changes in thinking the main education agents and particularly the leaders, being closely linked with values, beliefs and changing attitudes of school leaders.
The objectives of this study aims to identify the perceptions of inclusive school leaders about the role of these in the implementation of inclusion in mainstream schools.
Data were collected through semi-structured interviews of 12 participants in 3 groups of schools in central Portugal, among which the directors, sub-school directors, coordinators of the 1st and 2nd cycle. The most prominent results suggest that the construction of the inclusive school is important to consider the rules and principles on equal opportunities, promotion of differentiated instruction in the regular context, the availability of resources and promoting collaboration among various professionals and family. For the least referenced results stand the difficulties in implementing inclusion, the practice of individualized teaching and assessment of students, the awareness raising and training, presence of values of acceptance and excess students in classrooms.
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Chambers, Cynthia R., and T. Takenaka. "POP Arts: An Inclusive Performance Arts Program." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3875.
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Chambers, Cynthia R., and K. Buttolph. "POP Arts: An Inclusive Performance Arts Experience." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3877.
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Miner, Amy Baird. "Democratic Inclusive Educators." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.
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Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice.
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Darling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.
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Bland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.
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Hofreiter, Deborah. "Principal Preparation in Special Education| Building an Inclusive Culture." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285190.
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The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals’ perceptions of their preparation in special education and subsequent district support in building their understanding and implementation of an inclusionary culture in their schools.
Grounded in Critical Disability Theory (Hosking, 2008) and Social Justice Leadership Framework (Furman, 2012), the conceptual framework of this study, Inclusive Leadership Framework, outlined characteristics of an inclusive leader and a framework for building an inclusive culture. Some principals interviewed for the study demonstrated these characteristics and some did not. Principals wanted to learn more about special education and wanted their students to succeed. The Inclusive Leadership Framework evolved throughout the study, but was remained grounded to prevailing praxis of reflection and action.
This study examined the attitudes of principals in K-12 settings in nine Southern California school districts in order to discover their perceptions of the effect their administrative credential preparation in special education had on building an inclusive culture. In addition, principals offered their perceptions relative to how district support in special education helped inform leadership practice regarding building a culture of inclusion. Finally, participants shared anecdotal experiences revealing ways they “learned on the job” as they navigated the world of special education. Recommendations for policy and practice for administrative preparation programs and the Clear Administrative Credential process, professional development and coaching of administrators is addressed in this study.
Significant findings revealed that principals who feel unprepared in special education do not always develop an inclusionary culture, or understand its benefits to student learning. In addition, participants revealed that they would have preferred knowing more about the process of special education before taking their first administrative position. One interesting anecdotal finding suggested that administrators who are parents of a special needs child or were one themselves are very well educated in the realm of special education and take a personal interest in it. A key recommendation for policy/practice/research included making a special education goal in the Individual Induction Plan for the Clear Administrative Credential. The program includes coaching and coaches need to be provided that can instruct in special education and the building of inclusive school culture.
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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.
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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.
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Newmark, Rona. "Inclusive education for learners with Down syndrome : the role of the educational psychologist." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52885.
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Thesis (PhD)--University of Stellenbosch, 2002.Page ii of digitised copy missing due to the condition of the original hard copy.
ENGLISH ABSTRACT: no abstract available
AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.
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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.
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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
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Field, Patricia L. "A study of inclusive education : engaging all learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23301.pdf.
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Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.
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Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.
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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.
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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates about (inclusive) education from technical issues of resources and teaching methods to political and value-laden questions about the goals and aims of education (Slee, 1997). Secondly, adopting the social model assertion that disability is not an individual trait but rather the result of social processes of disablement (Oliver, 1990a; Thomas, 1999), I argue that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that promote rhizomatic relations of interdependency (Allan, 2008; Goodley, 2007a; Kittay, Jennings, & Wasunna, 2005), rather than focusing on independence and rationality. A key aspect of the thesis is its prefigurative approach, which stresses the need to simultaneously resist the social order and build alternatives from within (Gordon, 2008). This leads to the argument that the disabled people’s movement is in itself a site of radical inclusive pedagogy, as it supports disabled people in analysing social structures in order to resist their oppression. Further, the insistence on prefigurative research meant looking for ways to engage with disabled students in ways that resist the adult-child hierarchies of the school. The use of playful creative methods (including art, drama and comics) in workshops that were aimed at designing “the best school in the world” allowed for more flexible power relations, and provided an accessible context to foster participants’ engagement in reflexive discussions about social norms and values, thus transgressing the primacy of language and rationality in educational research. Findings from interviews with activists in the disabled people’s movement and from the ethnographic work in a “special needs unit” within a mainstream school were synthesised to suggest four key aspects of radical inclusive pedagogy: the need to value difference and resist practices that seek to make all students follow a uniform, linear and predefined educational path; the need to understand education as a complex and on-going relational process that values interdependence rather than independence; the need to contextualise learning in diverse aspects of experience as a way of supporting conscientization and accessibility; and the need to promote dialogue between teachers and students and resist authoritarian school practices.
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Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.
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Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to the diversity of all learners. However, this research argues that not enough attention has been paid to the values that underpin the policies that promote inclusion, as well as to the beliefs of significant actors that participate in the policy process and which are considered to affect practice. Hence, the extent to which the move to inclusive education is substantive or linguistic is not clear. The complex conceptualisation of policy implementation as well as the need to study the conditions under which education policies work, encourages the use of complexity theory, which focuses on the idea that the interaction of multiple constituent agents has as an impact the emergence of phenomena-forms and events. The number of educational researchers who adopt sociomaterial approaches such as those developed by complexity theory and actor-network theory has increased. It is believed that complexity theory could contribute to our conceptualisation of policy processes, enhancing our understanding of how education policies become implemented and work. Underpinned by policy sociology and complexity theory as a conceptual framework, this cross-sectional and mixed methods research explores the way that the behaviour policy Better Relationships, Better Learning, Better Behaviour is interpreted and translated in mainstream secondary schools in Scotland. Additionally, this study examines whether complexity theory could contribute to our understanding of policy implementation in order to understand the extent to which the shift from behaviour to relationships in Scottish inclusive education is substantive and based on beliefs that promote inclusive education. In addition to questionnaires distributed to secondary mainstream schools in Scotland, data collection entailed interviews with policymakers, support teachers, support staff and education officers, and focus groups with pupils. The analytic framework is based on complexity theory in order to explore the implementation of the policy.
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Magumise, Johnson. "Parent and teacher experiences of Zimbabwean inclusive education." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65442.
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The study investigated parent and teacher experiences of Zimbabwean inclusive education. Obscurity in inclusive education and methods of effectively practising it, limited research on parent and teacher experiences of inclusive education, and controversies regarding inclusive education all prompted this study. Parent and teacher experiences of Zimbabwean inclusive education have not been adequately investigated, hence their implications for inclusive education practice. The rationale for the study was to obtain sufficient information on the experiences, which could help improve inclusive education. Review of literature indicates that inclusive education is less restrictive and more appropriate than special education although special education formed the ancestry of inclusive education. The idea of inclusive education, rooted in human rights ideology, called for the reorganisation of schools to cater for learner variations. Controversies in inclusive education include whether it should simply be inclusive or fully inclusive, whether emphasis should be on equity or excellence, and whether inclusive education can be dissociated from special education. Parent and teacher inclusive education experiences include schools resisting parents as collaborators, attitudes and expectations towards inclusive education, preferences regarding inclusive education forms and implementation styles, and other concerns about inclusive education. Vygotsky?s constructionist view on disability provided the theoretical framework, providing sources on the perceptions of disability, and measures for catering for learner peculiarities. The study adopted constructivism paradigm, a qualitative design. Parents and teachers of mainly learners with disabilities comprised the study unit, (24, i.e. conveniently and purposively selected unit of 12 parents and 12 teachers). Semi-structured interviews and focus groups were used as the research methods. Ethical considerations observed included ethical clearance and informed consent. To ensure quality research, credibility, dependability, conformability and transferability were ensured. Data were analysed using NVivo and presented primarily in tree diagrams and models. The study results indicate the varying conceptualisations and experiences of inclusive education. Inclusive education beneficiaries include children, parents, communities, and the labour market. Benefits include improved social skills, family cohesion, and community productivity. Experience sharing between parents and teachers was found to be more constructive than otherwise. More awareness campaigns, stakeholder cooperation, infrastructural development, resource mobilisation, and government effort were recommended.Thesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted
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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.
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Magister Educationis - MEdInclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
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Butler, Rhea S. "Inclusive physical education: attitudes and behaviors of students." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204064965.
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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.
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