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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.
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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was divided into two phases. The first phase consisted of an extensive review of inclusion practice and research findings around the world and development of a best practices inclusion model to guide subsequent interviews. Ten best practices inclusive elementary school principals were interviewed, and observations were conducted in classrooms and surrounding school environments. The phase one findings were then used to create a draft model for Thai inclusive education. In the second phase of research, two focus groups, made up of ten nationally recognized experts in the area of Thai special education, were used. The participants assisted with refinement of the best practices model for Thai elementary schools. Findings included identification of three critical aspects that affect the adoption of inclusion practices: specific characteristics of Thai society and culture; current policy and practices related to current policy; and financing of inclusion. School principals were found to be essential to successful inclusion adoption. Recommendations are made for changes in practice and policy and for future research. The final conclusion drawn from this study was that, even though Thailand had made a great beginning to a monumental and honorable task, the idea of inclusive education is still in early development. The core findings of the research study argue that, while more steps needs to be taken as implementation of inclusion continues, the principals, teachers, parents, education experts, and the people of Thailand have the commitment and strength of determination to make inclusion an integrated part of Thai education.
Committee in Charge: Diane Dunlap, Chairperson, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Kathleen Scalise, Member, Educational Leadership; Kathie Carpenter, Outside Member, International Studies
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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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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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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.
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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.
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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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Vorapanya, Sermsap. "A model for inclusive schools in Thailand /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9487.
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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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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.
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Ekins, Alison. "An exploration of inclusive practices in schools : case studies of two primary schools." Thesis, Canterbury Christ Church University, 2010. http://create.canterbury.ac.uk/12115/.
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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.
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Leatch, Michael J. H. "Inclusive education : attitudes of faculty in Canadian independent schools." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437156.
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Sambrook, Matthew. "Why is it difficult to be inclusive in schools?" Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/377983/.
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Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.
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After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits.
The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews.
Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Ford, Michael Robert. "Approaches to School Leadership in Inclusive STEM High Schools| A Cross-Case Analysis." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259145.
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Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community.
This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools’ needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers’ union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools’ capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.
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Vernon, Lisa Jo. "Collaborative practices in schools: The impact of school -based leadership teams on inclusive education." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.
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Gous, Jennifer. "How inclusive education is understood by principals of independent schools." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-192908.
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Choi, Chi-Hung. "Teachers' attitudes inclusive education in secondary schools in Hong Kong." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683466.
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Inclusive education has become an international education issue emerging in many developing countries over the last decade. As a developed city, Hong Kong has its own inclusive policies and first implemented inclusive education more than 15 years ago. Although a large amount of funding is injected into this area in Hong Kong each year, many researchers still comment that the inclusion in Hong Kong is far from satisfactory. As teachers are the frontline service providers and commonly recognized as key agents that lead to successful inclusion, their attitudes towards inclusive education are important and should be examined. The present study focused on Hong Kong secondary school teachers' attitudes towards inclusion as well as factors affecting their attitudes in order to draw a clearer picture of the current situation of inclusive education in Hong Kong. Furthermore, this study aims to explore teachers' difficulties in teaching students with special educational needs (SEN) as well as levels of support from the government in the implementation of inclusive education in Hong Kong. In order to investigate this topic, mixed-method research was carried out in this study, applying a quantitative approach by using questionnaires and a qualitative approach through interviews. One hundred and fifty Hong Kong secondary school teachers I responded to a survey in the questionnaire-filling phase while 12 teachers participated in the interview sessions, during which two group interviews and four individual interviews were held. It was interesting to discover that on one hand, the teachers acknowledged the right of students with SEN to be included in regular classes, but on the other, they considered that inclusive education presented many challenges. The study concluded that most of the participants had relatively slightly unfavourable attitudes towards both the general concept of inclusive education and its implementation in Hong Kong. Five factors were identified that affected these attitudes: (1) SEN knowledge and training; (2) availability of personnel and material support; (3) type of disability; (4) severity of disability and (5) inclusive experience. The difficulties of teaching inclusive classes in Hong Kong secondary schools were also revealed in this study. They were: heavy workload; large class size; insufficient support; insufficient training; disciplinary problems and stress from the examination culture. Besides, the participants' concerns about the government's inclusive policies and planning were also mentioned. The teachers also revealed that there were instances of the inappropriate use of inclusive education funding in their schools. In addition, two special phenomena regarding inclusive education in Hong Kong were discovered and they were named 'Killing school effect' and 'Tricky inclusion'. Recommendations are outlined for various stakeholders including education officials, school leaders, special need educators, and teacher training institutions; recommendations are also made for future research in Hong Kong in the field of inclusive education.
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Gous, Jennifer Glenda. "How inclusive education is understood by principals of independent schools." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24118.
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In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education.Thesis (PhD)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted
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Langa, Doris Nkosingiphile. "Assessment of teacher’s skills at inclusive schools in uMhlathuze District." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1502.
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A thesis submitted to the Faculty of Arts in partial fulfillment of the requirements for the Degree of Masters of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, 2014The main aim of the present study was to investigate whether or not teachers possess the skills which are needed to deal with learners in inclusive classrooms. The study also aimed to evaluate data regarding teachers’ qualification, inservice training programmes as well as their experience in the inclusive schools. The objectives of the study were: • To investigate whether or not teachers had the necessary skills to assist learners with special needs in education. • To find out if there were any teacher in-service training programmes on inclusive education. • To determine whether or not there was a relationship between teachers’ skills for handling children in inclusive classroom and the following teachers’ characteristics: - Gender - Qualification and - Experience One hundred and seven (107) questionnaires were completed by teachers in special schools and full service schools in KZN. To collect data a questionnaire which consisted of closed-ended questions was administered to teachers. A ChiSquare one-sample tests and K-independent samples as well as computer statistical programme called Statistical Packages of Social Science was used to analyze data. vii The findings of the study indicated that teachers had basic knowledge of how to handle learners with different learning needs and they felt comfortable with the skills they possessed. With regard to the availability of in-service training programmes, the results revealed that teachers benefit a lot from both Psychological Guidance and Special Education Services (PGSES) and Outcomes Based Education (OBE) workshops provided by the Department of Education. The findings also suggested that there was a relationship between teachers’ skills for handling learners with special needs in education and their qualifications, gender and experience.
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Saes, Joana Perry da Câmara de Carvalho. "Design de salas de terapia em escolas inclusivas." Doctoral thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/18518.
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Tese de Doutoramento em Design, com a especialização em Design apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Doutor.A presente investigação aborda o design de salas de terapia em escolas inclusivas, uma análise sobre o que existe em escolas, associações e instituições e, apresenta ainda propostas de diretrizes para a construção destes espaços terapêuticos. Pretende o estudo compreender as opções tomadas em espaços existentes, análise a nível de materiais e soluções para pavimentos, tetos e paredes, tendo em conta as necessidades das pessoas que trabalham nestes espaços e para quem a terapia se destina. Para tal foram realizadas entrevistas, questionários e extensa revisão da literatura sobre os tópicos abordados. Como conclusão o estudo apresenta um guião de ‘anamnese’ (análise) dos espaços que se pretendem, bem como apresentação das soluções mais adequadas para estes espaços. O trabalho envolveu um grupo de foco específico nas áreas da deficiência visual total e parcial, desenvolvendo em conjunto com o Centro Helen Keller um caso de estudo, e também na área da neurodiversidade que procura fomentar a inclusão de todos na sociedade, mesmo quando as diferenças não são visíveis. Ao adaptarmos espaços às necessidades das pessoas, em vez de moldarmos as pessoas aos espaços existentes promovemos uma sociedade mais equilibrada, onde todos podemos desenvolver e expressar os nossos pontos fortes. Apresentamos ainda algumas propostas em formato digital para alteração de espaço na associação Amorama e criação de uma sala feita de raiz para o Centro Helen Keller, enquanto caso de estudo.
ABSTRACT: The present research deals with the design of therapy rooms in inclusive schools, an analysis of what exists in schools, associations and institutions, and proposes guidelines for the construction of these therapeutic spaces. The study intends to understand the options taken in existing spaces, material analysis and solutions for floors, ceilings and walls, considering the needs of the people who work in these spaces and for whom the therapy is aimed. For that purpose, interviews, questionnaires and an extensive literary reviewed were carried out on the topics covered. As a conclusion the study presents an ‘anamnesis’ (analysis) of the spaces that are to be projected, as well as a presentation of the most adequate solutions for such spaces. The investigation involved a specific target group in areas such as total and partial visual impairment, developing a case study together with Centro Helen Keller, and also in Neurodiversity that seeks to foster the inclusion of all in society, even when differences are not visible. By adapting spaces to people’s needs, instead of shaping people into existing spaces, we promote a more balanced society where we can all develop and express our strengths. We also present some proposals in digital format for rooms alterations in Amorama association and room development for Centro Helen Keller.
N/A
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Hui, Martha Leng Han. "The rhetoric and the reality practice in Hong Kong schools." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273530.
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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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Downes, Paul, Erna Nairz-Wirth, and Viktorija Rusinaite. "Structural indicators for inclusive systems in and around schools. Analytical Report." Publications Office of the European Union, 2017. http://epub.wu.ac.at/5400/1/Structural%2DIndicators%2D.pdf.
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International evidence indicates that school systems need to change in order to tackle early school leaving and improve social inclusion in education and society. Policy-makers and school actors require practical tools to assist them in this process, made all the more urgent by the EU2020 headline target to reduce early school leaving. This report develops such practical tools; it is designed to inform strategic policy and practice by offering an innovative framework of structural indicators for early school leaving prevention and inclusion in school. It draws upon key European Council and Commission policy documents on early school leaving prevention, and also on the Paris Declaration 2015 on promoting common values of freedom, tolerance and non-discrimination through education, which includes a focus on social marginalization.
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Martinez, Madrid D. (Diego). "Implementing inclusive education in Namibian primary schools: from policies to practice." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201506061809.
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This study set out to explore the issues of inclusive education in primary education in Namibia. The specific research questions were:
1. How does Namibia address the issue of inclusive education in its educational policies and practices?
2. What are the main successes and challenges in the implementation of inclusive policies?
The research is a qualitative study and the data consists of the analysis of current Namibian policy documents related to inclusive education and interviews of seven Namibian experts in the field of education. The data was analysed by applying content analysis approach. The theoretical framework consists of theories of inclusion and inclusive education as well as the concepts and aims of Education for All global approach.
The findings show that Namibia has made relevant progress in universal access to education with the percentage of 99,6% in 2012. This is particularly significant taking into account the legacy of Apartheid, which ended after Namibia gained independence only twenty-five years ago. Another area of success is gender equality, which interviewees reported to have been achieved with the exception of two regions. At the moment it seems that more attention needs to be paid to boys, as girls seem to do better in school and stay in school longer than boys.
Quality of education is a source of much concern in Namibia. The diversity of languages and ethnic groups as well as life circumstances makes it challenging to organize inclusive relevant education for all. The language of instruction is a debated topic and forms a different challenge in urban and rural areas. There is also a shortage of qualified teachers and relevant, culture-sensitive teaching materials in all the local languages. In principle education is free of charge but some other expenses cause difficulties for children from poor backgrounds. HIV has had dramatic effects on society increasing the number of orphans and children who are responsible for their younger siblings, which has an effect on school performance. Community involvement was emphasizes as a condition to increase inclusion.
Namibian educational policies demonstrate commitment to educational development with a special concern regarding inclusive education. However, there are gaps between policy and its implementation. Interviews emphasised that efficient policy guidance and monitoring is needed to identify the bottlenecks in implementation and to plan concrete actions to develop inclusive education further.
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Mtsweni, Tumisang Ruth. "The decision-making process of employing facilitators in inclusive primary schools." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40437.
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There is a growing phenomenon of employing facilitators in support of learners with learning disabilities in schools offering inclusive education; however there is a scarcity of literature internationally regarding the decision-making models used to make this critical decision. Furthermore, there is also no research done in South Africa regarding facilitators, nor on decision-making models used to determine the need for facilitators or how they should be hired. In spite of the benevolent intentions of parents and teachers who assign facilitators to learners with disabilities, research shows that facilitators are employed according to perceived needs rather than real needs.
The research conducted in this study is qualitative in nature; the narrative case study explores the deliberation process of employing facilitators in a manner that provided a deeper understanding of the phenomenon. The study focused on three different schools (Remedial school, Traditional private school and Montessori) that perceive themselves as inclusive primary schools. The purpose of the study was to understand the decision-making process of the various stakeholders (parents, teachers, and facilitators) involved in making the decision to employ facilitators.
Through the case the three respective schools were categorised into proactive, reactive or passive, based on their approach to appointing facilitators for special needs learners. It is evident from the case studies that the proactive school (Remedial school) had better success with facilitators than either the reactive (Montesorrri School) or the passive school (traditional private school). The pro-active school displayed a more coherent successful system amongst all stakeholders in the decision to employ a facilitator, while the passive school was somewhat functional mostly because the stakeholders understood the needs of the child. However the system employed by the reactive school was chaotic as all stakeholders were dissatisfied and the learners who were being facilitated suffered the most.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Galea, Sonia. "The inclusive school? : a study of education for all in Maltese secondary schools : implications for improvement." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22721/.
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The thesis explores what makes an inclusive school in the Maltese context. Three main themes are discussed in the literature review: inclusive leadership, Universal Design for Learning and professional learning communities for inclusion. The study is focused in six Maltese secondary state schools across different parts of Malta and Gozo, where three groups of participants, Heads of School, Inclusion Coordinators and teachers discuss their views, their challenges and their strategies with regards to inclusion. They also share their lived experiences, feelings and attitudes within their work. A mixed-methods approach is applied for the study; data comprise interviews with six Heads of School, six Inclusion Coordinators and twelve teachers; questionnaires distributed to two hundred and twenty-two teachers. Data are analysed according to four themes: views about inclusion, difficulties and challenges, good practices and recommendations. Findings indicate that the majority of stakeholders in Maltese secondary state schools believe in inclusion and do their best to implement the inclusion policy. However, the participants demonstrate feelings of worry and frustration, especially when catering for mixed ability classes, learners with multiple living and learning needs, gifted students and international students. The principal implications for improvement that emerge from this study suggest that primarily, there is the need: to re-evaluate the national inclusion policy; to provide effective training for all educators; to offer more human resources and, to revise particular syllabi so as to further accommodate the educational needs of all learners. These implications are also presented as suggestions to policy-makers as a means to further develop inclusive schools.
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Richards, Sandra D. "Concept to practice - applied inclusiveness : an emergent model of socially inclusive practice." Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/5461.
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Research indicates that large numbers of young people are underachieving in UK schools, and that school exclusion levels are unacceptably high. In addition, there are increased numbers of students unable to secure a place in mainstream schools. These unplaced and excluded young people are described by New Labour as `vulnerable', `disaffected' or at risk of disaffection (Social_Exclusion_Unit 1998b). The numbers of young people considered `disaffected' indicates a national problem and so, in response to this, there is a government led drive to `socially include' `excluded' young people and young people considered `at risk' of `exclusion'. This UK study examines the principles and practices of practitioners working with identified `at-risk' and `hard to reach' populations. This thesis seeks to unpack this complex situation of social `exclusion' and `inclusion' as it relates to education by asking; who are the `actors' in this expanding world of `social inclusion'? How can some practitioners `reach' and `include' so called `hard to reach' `disaffected' young people? This research explores socially inclusive practice. It aims to investigate whether a model of socially inclusive practice exists or can be established that could be used by educators, parents, human resource (HR) professionals and others concerned with client services in the helping professions. Social exclusion is one of the key concerns of the New Labour agenda. Inclusive education is perceived as central to promoting social inclusion (Social_Exclusion_Unit 1998b) and as a result there are a number of social inclusion projects operating throughout the UK. These projects generally offer provision for young people who, in the judgement of excluding mainstream practitioners, should be placed outside of their responsibility. These excluding practices reflect the values and ideal of the institution and how they perceive their own ability to respond to the total needs of the learner in their care. Excluded young people are typically referred to pupil referral units (PRU's), study centres or other education provision established to meet the statutory requirement of the education authority to maintain education provision. The practitioner is the focus of this investigation and preliminary issues associated with an investigation into social inclusion practice will be considered in an attempt to identify `what works' in opening up educational opportunities to an inclusive culture. This study then, examines the practice and rationale employed by staff at a project providing education otherwise than at school (EOTAS) to young people unplaced, excluded or at risk of exclusion from mainstream school by analysing empirical data collected over a 3-year period using qualitative instruments. Grounded Theory is the methodological approach used to elicit data and the findings provide valuable insights into inclusive education practices. In addition, a number of relevant and important issues are identified. The theoretical model that emerges is informed by the insights and issues that emerge in this, the first major UK study, into inclusive practice in education where the practitioner is the main focus of the study. This research puts forward a model of professional understanding for inclusive education and makes a contribution to the development of new approaches. The results offer clear indicators for a transferable framework of socially inclusive practice.
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Kwababa, Masibulele Lennox. "Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006963.
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The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.
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Khalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.
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Hamilton, Joanne. "Promoting inclusive education : a case study of assessment in two rural schools." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53562.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in 1998 in order to align education with the democratic values of the new government. The transition to OBE has not been an easy process for many stakeholders. Teachers, in particular, have had to review their own philosophies and practices of teaching and learning. This paradigm shift required by OBE was, however, underestimated in teacher training. The recent addition of an inclusive education approach may arguably be seen as a natural, anticipated extension of the transformation of South African education. This is stated because the principles and practices of inclusion are endorsed and actualised by OBE and the Constitution of South Africa. Based on this inference, this research study explores how assessment, an integral part of the teaching and learning process, can contribute towards the promotion of inclusive education. The research was conducted at two rural mainstream primary schools near Stellenbosch in the Western Cape. The research methodology was based on the principles and beliefs of the qualitative paradigm as this study explored the teachers' constructed realities and experiences of assessment in OBE and inclusive education. A case study research method was employed in order to produce 'thick' descriptions and contextualised interpretations of their constructions. Following Creswell's (1994) dominant-less dominant design model, the data in the study was produced via both qualitative and quantitative research methods. A selfadministered questionnaire consisting of closed-ended and open-ended questions was given to all of the teachers at both schools to enable an initial inquiry into the area of research interest. The responses to the closed-ended statements produced the quantitative data in the research study and the responses to the open-ended questions formed part of the qualitative data. Following an analysis of the data produced, two volunteer teachers at each school were then interviewed to gain further insight and clarification. The qualitative and quantitative data produced in each case study were first analysed separately (within case analysis) and then compared and combined in a cross-case 'study analysis. This approach enabled a thorough understanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not see a connection between assessment and inclusion, their assessment practices and principles do contribute towards the promotion of inclusive education. The research found that assessment in OBE has encouraged these teachers to view their learners as individuals with different abilities and needs. Consequently, some of the teachers have adjusted and modified their assessment methods to accommodate these factors. It was also found that not all of the teachers seem to have made a paradigm shift required by OBE. This lack of internalised understanding might contribute towards the confusion, insecurity and skepticism reported by some teachers with regards to assessment and inclusive education. Due to the importance of a paradigm shift in OBE and inclusive education, it is strongly recommended that teachers receive the necessary assistance and training that engenders this transition.
AFRIKAANSE OPSOMMING: 'n Uitkomsgebaseerde onderwys (UGO) benadering is in 1998 in Suid-Afrikaanse skole bekendgestel ten einde onderwys in lyn te bring met die demokratiese waardes van die nuwe regering. Die oorgang na UGO was vir menige rolspelers nie 'n maklike proses nie. Veral onderwysers moes hulle filosofie en praktyke rondom onderrig en leer hersien. Hierdie paradigmaskuif, wat 'n vereiste vir UGO is, word in onderwyseropleidingsprograrnme onderskat. Die onlangse toevoeging van 'n inklusiewe onderwys benadering mag moontlik gesien word as 'n natuurlike, geantisipeerde verlenging van die verandering in Suid- Afrikaanse onderwys. Dit word genoem omdat die beginsels en praktyke van inklusiewe onderwys deur UGO en die konstitusie van Suid-Afrika onderskryf en geaktualiseer word. Op grond van hierdie aanname, ondersoek hierdie navorsingsprojek hoe assessering as 'n integrale deel van die onderring en die leerproses kan bydra tot die bevordering van inklusiewe onderwys. Die navorsing is by twee landelike, hoofstroom primêre skole naby Stellenbosch in die Wes- Kaap geloods. Die navorsingsmetodologie is gebaseer op die beginsels en praktyke van kwalitatiewe navorsing, aangesien die studie onderwysers se vertolking van die werklikheid en ervarings van assessering in UGO en inklusiewe onderwys ondersoek. 'n Gevallestudie as navorsingsmetode is gebruik om gedetailleerde, presiese beskrywings en gekontekstualiseerde interpretasies van die betrokke onderwysers se belewenisse te lewer. Deur Creswell (1994) se 'dominant-less dominant design model' as riglyn te gebruik is data van hierdie studie op beide 'n kwalitatiewe en kwantitatiewe navorsingsmetode geproduseer. 'n Vraelys wat geslote- en oop-einde vrae bevat het en self deur alle onderwysers van beide skole voltooi is, is gebruik om die aanvanklike narvorsingsbelange te identifiseer. Kwalitatiewe narvorsingsdata is verkry deur die response wat gelewer is op oop-einde vrae en kwantitatiewe data is geproduseer deur middle van die geslote-einde vrae. Na 'n analise van die data is onderhoude met twee vrywillige onderwysers van beide skole gevoer om meer inligting en duidelikheid te verkry. Die kwalitatiewe en kwantitatiewe data wat geproduseer is, is eers afsonderlik geïnterpreteer en daarna in 'n kruis-gevallestudie analise vergelyk en gekombineer. Hierdie benadering het tot deeglik, deurdagte insigte rakende die navorsingsvraag en die daarstel van kwaliteit navorsing, gelei. Die narvorsingsbevindinge het getoon dat, alhoewel die onderwysers wat betrokke was by die gevallestudies nie 'n verband kon sien tussen assessering en inklusiewe onderwys nie, het hulle assesseringspraktyke en -beginsels wel 'n bydrae gelewer tot die bevordering van inklusiewe onderwys. Die navorsing het bevind dat assessering in UGO die onderwysers aangemoedig het om hulle leerders as individue met unieke vermoëns en behoeftes te sien. Gevolglik het sommige onderwysers aanpassings en veranderings In hulle assesseringsmetodes gemaak om hierdie faktore te akkommodeer. Daar is ook bevind dat nie al die onderwysers die paradigmaskuif wat UGO vereis, gemaak het nie. 'n Onvermoë om die beginsels van UGO te internaliseer mag moontlik bydra tot die verwarring, onsekerheid en skeptisisme oor assessering en inklusiewe onderwys wat deur sommige van die onderwysers gerapporteer is. Weens die belangrikheid van 'n paradigmaskuif in UGO en inklusiewe onderwys, word daar ten sterkste aanbeveel dat onderwysers die nodige ondersteuning en opleiding ontvang om hierdie oorgang te bewerkstellig.
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Alsulami, Bader. "PARENTS’ PERSPECTIVES ON INCLUSIVE SCHOOLS FOR STUDENTS WITH DISABILITIES IN SAUDI ARABIA." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/69.
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In recent decades, inclusion has gained increasing international currency. In the Gulf region, Saudi Arabia in particular has made a sustained commitment to leadership in the humane, equitable inclusion of individuals with disabilities in its communities and the provision of appropriate, free public education for students with disabilities. Despite these achievements, students with disabilities remain segregated from general education students in separate classrooms, regardless of degree of disability. This study examined the perspectives of parents of students with and without disabilities in Saudi Arabia on placing their children in general education classrooms that are comprised of children with and without disabilities. Prior to this study, there were no quantitative data to indicate to what extent parents of children with and without disabilities in Saudi Arabia are receptive to inclusion. In order to address the gap in the quantitative data, this study used a quantitative, cross-sectional survey designed to examine the perspectives of parents. Knowing parents’ perspectives about inclusive education provides vital information to the public, researchers, and key decision-makers that could lead to advances in inclusive education.
The study used a quantitative, cross-sectional survey to examine parents’ perspectives regarding inclusion in general and across four specific dimensions of inclusive practice, including impact on students with disabilities, impact on students without disabilities, impact on parents and families of students with disabilities, and impact on parents and families of students without disabilities. The study sought to answer questions about differences in parents’ perspectives based on five variables: whether the parent is the parent of a student with disabilities or the parent of a student without disabilities; severity of students’ disabilities; type of students’ disabilities; gender of the child; and academic level of the child. Additionally, the study sought to answer questions about differences in the respective impact of these variables and to determine which variables have the most significant role in shaping perspective toward inclusion. Although the methods of the study were quantitative, it also at times drew upon limited qualitative analysis of a single open-ended questionnaire item to supplement and explain aspects of the quantitative data.
The findings of the study show that parents in Saudi Arabia hold generally positive perspectives regarding inclusion, but that these perspectives are often dependent on the severity and type of disability, as well as the training and staffing of qualified teachers and accessible school environments. In general, perspectives among both parents of students with and without disabilities were supportive of inclusion, indicating broad support in terms of global perspective, perspective of potential positive impact on students with disabilities, perspective on potential positive impact on students without disabilities, perspective on potential positive impact on families of students with disabilities, and perspective on potential positive impact on families of students without disabilities. Although both parents with and parents without indicated generally supportive global views towards inclusion, parents of students with disabilities tended to agree more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supportive of inclusion. Both parents with and without expressed concerns regarding the preparation and provisioning of qualified teachers and paraprofessionals as a key factor in the success of inclusion. Respondents had concerns about the preparedness of teachers to instruct students with disabilities and students without disabilities in an inclusive general education classroom. Perspectives of the current study, however, placed greater and more strenuous emphasis upon concerns related to teacher preparedness, classroom accessibility, and classroom staffing.
According to parents’ perspectives and comments in this study, the Saudi Arabia Ministry of Education must ensure that inclusive classrooms are staffed with qualified paraprofessionals, teaching assistants, and special education teachers for inclusion to be successful. Additionally, the successful implementation of inclusion would require adequate professional development and pedagogical training for classroom teachers, as well as adequate resources and support staff. Given the results of this survey, perhaps the first step in moving educational practices forward in Saudi Arabia will involve an open conversation between the Ministry of Education and parents of students with and without disabilities regarding what they want for their children. Educational policy and curriculum in Saudi Arabia are currently designed from a top-down model. The results of this study, however, show that there are grounds for a partnership between parents and the Ministry that advances educational goals for all students. In addition to continuing to expand opportunities for integration in public schools, experimental inclusive classrooms could be trailed in key regions to gather data and insights into what policies, teaching and instructional models, and models of parent-school collaboration and partnership could best advance classrooms and schools that effectively and humanely include all their members in the academic and social life of Saudi Arabia schools.
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Spillane, Nancy Kay. "Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools| A Cross-case Analysis." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687663.
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Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences.
Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.
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Nxumalo, Khethiwe Soli, M. M. Hlongwane, and B. Ndawonde. "Experiences of educators towards the implementation of inclusive education in Richards Bay Schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1775.
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A dissertation submitted to the Faculty of Education of the requirements for the Degree Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.The implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).
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Paterson, David Leonard. "Teaching in inclusive classrooms in secondary schools, a study of teachers' inflight thinking." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/NQ60012.pdf.
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Ramokhoase, Mathukwane Daphne. "An inclusive approach to dealing with HIV/AIDS at schools / Mathukwane Daphne Ramokhoase." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2366.
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Gardias, Karen Sue. "A survey of inclusive and selective music programs in California public secondary schools." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2607.
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Music teachers were surveyed to investigate a relationship between program type (inclusive and selective) and music student enrollment in California public secondary schools. Inclusive music classes are open to all students. In contrast, selective music classes require students to demonstrate talent or previous experience. Graduation requirements, geographic location, teacher experience, community support, community expectations, and student ethnicity were examined to discover possible variables influencing music student enrollment. The results indicate a positive correlation between music student enrollment and the number of inclusive classes offered. Student enrollment significantly increased in music classes when music was integrated into the general curriculum. Other variables that significantly increased music student enrollment included parent and school board support. Some types of district support (number of music classes offered, music rooms, performance facilities, and accompanist) raised music student enrollment. No relationships were detected between music student enrollment and other variables such as: per pupil expenditure, graduation requirements, geographic location, and community expectations. As school size increased, the percentage of music student enrollment decreased. It was also found that music classes are not representative of the total student population.
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Crumbacher, Christine Ann. "Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.
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Baylis, Juvinell. "Promoting Inclusive Schools: A Case Study of Leadership Experiences of the Middle School Chairpersons for Special Education Service." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/937.
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Federal and state guidelines direct students with disabilities to the least restrictive environment (LRE). The inclusion of students with disabilities in the LRE (general education) has been an issue for many public schools. In an effort to promote inclusive education for students with disabilities, many special education teacher--chairpersons experience opposition from the general education teacher and their administrator regarding LRE placement. The purpose of this qualitative case study, grounded in the theory of leadership, was to examine the leadership experiences of chairpersons of special education services in middle schools and their perception of the LRE decision-making process for placement for students with disabilities in their school. The primary research question that guided this study involved understanding how leadership experiences of chairpersons of special education services impact decision making about instructional placement in the least restrictive environment for students with disabilities. Data were collected from 5 teacher--chairpersons for special education service from a middle school who were purposefully selected to participate in face-to-face interviews. Data were analyzed using a thematic within-case analysis. The findings included the need for instructional leadership for (a) the decision making process, (b) staff development, and (c) socialization of students with disabilities to improve LRE placement of students with disabilities. Providing insight into the leadership experiences of the chairpersons for special education service may have implications for positive social change including addressing misunderstandings about LRE placement and instructing more students with disabilities in the LRE.
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Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
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Quinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.
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The Holy See (2008) and the United States Conference of Catholic Bishops (1995) stated that all students, including those with disabilities, have the right to a quality education and special attention should be given to those who are disenfranchised by having a disability (National Conference of Catholic Bishops, 1972). Based on a literature review of characteristics that embrace inclusive Catholic school leadership in elementary schools in the Archdiocese of Los Angeles, the following research question was developed and used as the focus for this study: How prepared do Catholic elementary school principals see themselves in carrying out the responsibilities of an inclusive leader, in relation to the four identified characteristics of justice, ethics of care, moral imperative and trust?
This quantitative study examined perceptions of Catholic elementary school principals and their preparedness as inclusive leaders to serve students with disabilities. Elementary principals in the Archdiocese of Los Angeles responded to an on-line survey, which utilized a framework that noted four characteristics that embrace social justice and confirm inclusive school leadership, those being justice, ethics of care, moral imperative, and trust. Principal preparedness was also assessed via the survey.
Results of the survey indicated that elementary principals in the Archdiocese of Los Angeles did perceive themselves as inclusive leaders, prepared to serve students with disabilities with the study examining the prevalence of justice, ethics of care, moral imperative, and trust among principals. Further, this research investigated the changing responsibilities of principals and the need for principals to embrace a collaborative approach to school leadership.
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Kamchedzera, Elizabeth Tikondwe. "Education of pupils with disabilities in Malawi's inclusive secondary schools : policy, practice and experiences." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/55933/.
Full textAbstract:
Malawi is party to a number of international human-rights standards and frameworks that embrace the goals and values of inclusion and education for all. The country has therefore made promising start with inclusive education (IE) in basic education. The challenge now is to extend IE to secondary education and other levels of education. Located within the interpretative paradigm, this study aims to contribute toward knowledge development and transfer through the exploration of the extent to which IE policy initiatives in Malawi's secondary schools have appropriately responded to the context of practice and the experience of pupils with disabilities and their teachers. No study has been conducted at secondary school level to explore meanings given to and interpretations of the policy-to-practice contexts for Malawi. This study employed Ball's (1994; 2009) policy-trajectory model as an analytical framework and tool for interrogating the policy-to-practice context of Malawian inclusive secondary schooling. The research design, methodology and research questions were structured according to this model. A mixed-methods approach, using both quantitative and qualitative data collection methods was adopted to fulfil the aims of the study. Evidence was collected from the contexts of influence through elite semi-structured interviews, text production through documentary analysis, and practice through teachers' questionnaires, classroom observations and semistructured interviews with pupils with disabilities. The findings confirm the mismatch between the policy and practice, although there is much goodwill for inclusion to succeed in Malawi. Two critical issues that challenge inclusion in countries of the South such as Malawi still need to be addressed: how to make IE more effective for both pupils with disability and those without disabilities; and how to redistribute resources to ensure appropriate preservice, in-service and specialist training for secondary teachers and adequate teaching and learning materials. With regard to both issues, responsiveness has to provide space for bottom-up initiatives in all the three broad contexts of influence, text production, and practice. Considering the historical imbalance in the resourcing of primary and secondary education in Malawi and the non-contestation of inclusion in the contexts of influence and practice, the conclusion is that IE policy that adequately responds to contexts of practice and achieves leverage on adequate resources can build on the existing goodwill of elites, teachers, and pupils to have effective IE in Malawi's secondary schools.
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Umeh, Ngozi Chuma. "Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/64639.
Full textAbstract:
The hearing-impaired learner as part of a historically segregated and disadvantaged group experiences discrimination within Nigeria’s general education system and the socio-political environment. In this study, the focus is on how hearing-impaired learners can access inclusive education, using normative ideas of equality that could inform the understanding and interpretation of the non-discriminatory clause in the Nigerian constitution. Emphasis is on advancing thoughts that are normatively open to the inclusive equality needs of the hearing-impaired in accessing primary education, in order to inspire and be capable of altering existing discriminatory conditions prevalent within Nigeria’s general education system.
The study uses a range of analytical skills to probe the inclusiveness of existing arrangements regarding inclusive equality in education for hearing-impaired learners in Nigeria. More broadly, the study makes use of qualitative analysis. However, the study also employs a reasonable part of fieldwork which necessitated the use of quantitative data analysis in order to determine the number of semi-structured questionnaires to be distributed to schools. More generally, the study utilises the social model approach to disability and neo-natural law perspectives as qualitative interpretive tools for appraising understandings of inclusivity in education for hearing-impaired learners. From ideas inspired from the social model and neo-natural law, the study adopts the prescriptive and directive approach as a directing element in the evaluation of the responsiveness of law, policy and practice towards securing inclusive equality in education for hearing-impaired learners.
Additionally, the study employs some aspects of comparative analysis. The purpose was not so much to compare, but to create awareness regarding the equality and non-discrimination agenda in other jurisdictions. Against this backdrop, the Canadian and South African jurisdictions were used. The study contemplates that positive lessons could be learnt from these jurisdictions and mistakes can be avoided. Throughout, the study highlights the hidden nature of law, policy and practice in relation to hearing-impaired learners, which consequently demand the application of practical reasonableness and ideas of substantive justice in the making and implementation of rules and policy. The study situates inclusivity as a flexible approach that should present each learner with an opportunity to access and make choices regarding placement options as a matter of self determination. In the final analysis, the study argues for the establishment of a non-discriminatory educational system, where hearing-impaired learners are taught in a language that is accessible and comprehensible and with which the learner is familiar right from home at the early age of schooling. The study considers the utilisation of accessible and comprehensible language an operative part of achieving substantive equality in education for hearing-impaired learners.Thesis (LLD)--University of Pretoria, 2017.
Centre for Human Rights
LLD
Unrestricted
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Rombo, John Longo. "School cultural features and practices that influence inclusive education in Papua New Guinea a consideration of schools in Southern Highlands Province /." The University of Waikato, 2007. http://hdl.handle.net/10289/2387.
Full textAbstract:
Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom. Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices. However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion. Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices. The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively. A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data. The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies. Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion. The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices. The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education. Therefore, the special education policies developed at the national level had not trickled down to the school level. This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.
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Alenezi, Nouf. "Teachers' and parents' perspectives towards including 'slow learners' in mainstream schools in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24053.
Full textAbstract:
This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in two primary mainstream schools in the State of Kuwait. The concept of inclusion, through a review of major issues and limitations in the current practice of inclusion is highlighted by this case study. A multi-method data collection approach, using semi-structured interviews and critical discourse analysis of the policy document for inclusion in Kuwait, has led to identifying what has been done, so far in practice, for inclusion, as well as identifying the potential changes that need to be made. Kuwait is a signatory to the UNESCO Salamanca Statement, set out in 1994, which requires states to move towards systems "enabling schools to serve all children". However, to date, "inclusion" in Kuwaiti mainstream schools is limited to two groups of children: those with Down's Syndrome and those referred to as "slow learners", a term used to describe certain children with low IQ. All other children with special educational needs are educated in segregated settings. This study examines policy and explores participants' perspectives towards the inclusion of children identified as "slow learners" in primary mainstream schools in Kuwait, in order to arrive at insights which might further the policy and practice of supporting inclusion of children with special educational needs. This study found that the dominant conceptual model underpinning policy and practice in Kuwait is the "medical model" of disability, as the current understanding and practice of inclusion, teachers' and mothers' perspectives towards inclusion and articulation of the inclusion policy in Kuwait is informed, conceptualized and affected by this model. This understanding lends itself to practices of integration rather than inclusion, However, "the term 'inclusion' replaced 'integration' and is often contrasted with 'exclusion' " (Topping & Maloney, 2005, p.42). Inclusion means equal access and increasing the participation of students with special needs in mainstream school as promoted by the Salamanca Statement (UNESCO,1994), while integration means limited access and less participation of students with special needs in mainstream school, thus integration is "largely a 'disability' or SEN issue" (Topping & Maloney, 2005, p.42). This study also found that perspectives of inclusion are influenced by the social, cultural and religious context of the country. Finally, this study concludes that in the context of Kuwait, there is a clear effect of the cultural understanding of disability on the way that the current policy of inclusive education is represented. Such cultural influence not only affects the policymakers of the region and the way inclusion is implemented, but also it effects "slow learners" in the light of how disability and inclusion are constructed by the head teachers, teachers and mothers in this study. Such cultural and social values and beliefs of Kuwaiti culture pose obstacles to the existence of inclusion in Kuwait, as promoted by the Salamanca Statement. As a signatory to the Salamanca Statement, this study suggests that in order to adequately accommodate "slow learners" and other students with disability in mainstream schools in Kuwait, policy needs to be reconceptualised.
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Hlatini-Mphomane, Nyameka Winnifred. "Challenges encountered by schools in the implementation of inclusive education in the Eastern Cape: a survey study in the Ngcobo District." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007258.
Full textAbstract:
This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
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Hreidarsdóttir, Gudny Maria. ""Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803.
Full textAbstract:
Abstract This research is about inclusive education in three classes and the experience of a disabled child in the class. The aim was to find out what the factors were that created an inclusive/exclusive class from the perspective of the class teacher and the disabled child. For this I visited one class in Dundee in Scotland, one class in Reykjavik in Iceland and one class in a small community in Värmland in Sweden. The approach used to get this information were qualitative methods in the tradition of an ethnographic case study because the focus was on the culture in three different classes. I used ethnography as a way to go about conducting the research and collected data with participant observation and deep interviews in all three schools. Qualitative thematic analysis was used to analyse the data. The results indicate that it is complicated to say precisely what inclusive education is. I used the models of disability and frames of inclusive education developed from the literature to put a focus on the results of the data. And these paradigms are on three levels; the child level, the teachers or class level and the school authorities’ or policy level. A matrix was developed to better have an overview of the results. From the three cases one can presume that one of the factors that enhance inclusive education is the teachers thinking and ideology about inclusive education and thereby are the responsible people in a disabled child education and schooling. Both in the case of Scotland and Iceland the class teacher did not take this responsibility and that resulted as a barrier for these disabled children´s participation in class. Another result is about the understanding significant persons had regarding these disabled children´s communication and attempts to connect or relate to others in the everyday life at school. When their impairment regarding how they communicate and relate to others was regarded this promoted their participation and inclusive education.
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Sayser, Nickfred Johane. "Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4222.
Full textAbstract:
Magister Educationis - MEdThe democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge to schools and institutions is that there is no measuring instrument against which schools can measure their own development, and which can inform the process they embark on. Against this backdrop this study aimed at developing an instrument that could guide schools through the process of becoming more inclusive. The question that this study seeks to answer is: What are the indicators that can be used to evaluate the development of inclusive practices in mainstream schools in the Western Cape context? Methodologically the study is set in a qualitative research paradigm that employed a participatory action research method (PAR), that matches the spirit of democracy that permeates the society in which participants in study found themselves in. In-depth interviews were used to pursue the aim of the study. Inclusive education is described in literature as an elusive and contentious concept. This description resonated well with the findings of this study as participants conceptualised inclusive education in a variety of ways. The study explored the three interconnected dimensions of inclusive education to direct the development of inclusive education in a school. This exploration yielded a variety of indicators for each dimension that were categorised in general indicators and more specific indicators. These general and specific indicators, as were foregrounded by the participants, were then collated in an instrument that the stakeholders of the school could use to support and monitor the implementation of inclusive cultures, policies and practices in their school.
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Kashimba, Sally Salome. "The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2580_1254402740.
Full textAbstract:
The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms.
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Holmes, Heather Jeanette. "Students with Osteogenesis Imperfecta: A Comparative Intergenerational Study of Inclusive Participation in New Zealand schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2467.
Full textAbstract:
Osteogenesis imperfecta (OI) is a genetic condition commonly known as Brittle Bones. The purpose of this study was to listen to and document the experiences of those with OI to investigate if there were barriers to inclusive education for students with osteogenesis imperfecta (OI). Persons with OI are often small in stature, have limited strength and varying degrees of mobility. Adventurous behaviour or everyday activities may result in fractures. Often in the world of disability the focus is on the medical condition rather than the personal experiences of those with the condition. This study provided an opportunity to articulate the personal experiences of the participants. In this study two specific aspects of educational experiences were examined. The first aspect explored was the way students managed physically within the educational setting, while the second aspect examined how students coped emotionally. Five major questions were used to determine if special education policies have affected the quality of inclusiveness for students with OI in New Zealand classrooms over a period of forty years. These questions examined what barriers exist in the past and whether the same barriers still exist within today's educational setting. The questions investigated what or who may be the cause of these barriers and what possible effects these barriers might have on the student The present situation was compared with the past and finally how might these barriers be overcome was investigated. This qualitative study focused on three individuals, each representing a different generation. The participants exemplified a particular phenomenon, specifically the daily school lives in New Zealand of those with OI. The difficulties these students faced were explored through semi-structured interviews to encourage the three participants to voice their individual experiences. All three participants gave freely of their thoughts in an articulate, thoughtful and open manner, sharing both their positive and unpleasant experiences. This study revealed that some New Zealand schools have yet to implement recent inclusive education policies set out by the Ministry of Education. The three participants identified barriers to inclusive education from their own personal perspectives. The physical environment of school presented challenges. Distance between classrooms and assembly halls and accessibility to the playground, ramps and toilet facilities created difficulties for students with OI who did not walk independently. Attitudes of parents, teachers, and the wider school community impacted on the self-attitude of students with OI. Over-protection, fear and anxiety were identified as unintentional attitudes that placed limitations on participation of meaningful activities and added to student feelings of isolation and difference. Lack of knowledge of the medical and psychosocial aspects of students with OI could account for the continued barriers imposed by some teachers. Barriers do still exist in some New Zealand schools for students with osteogenesis imperfecta. Improved access could result in more participation. More participation could allow for an improved quality of social interaction and thus result in greater focus on the person and less focus on the disability. Collaboration between all school staff, parents and students with OI is essential to minimise barriers and maximise academic and social opportunities.
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Long, Marie Louise. "Using creative approaches to promote inclusive cultures for literacy learning within Northern Irish primary schools." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579777.
Full textAbstract:
This qualitative study used a case study approach to investigate the use of creative approaches in promoting inclusive cultures for literacy learning in mainstream primary schools. Phase 1 used creative methodologies to explore the views and experiences of upper- primary pupils (n=22) on their level of participation in the management of their literacy learning needs. Phase 2, which took central place in this study utilised practices from Appreciative Inquiry to explore and examine groups of teachers' (n=10), parents' (n=9) and upper-primary school pupils' (n= 12) perceptions of the visual and verbal texts produced in Phase 1 and, to investigate what participants viewed as 'best practice teaching and learning methodologies' used to meet the needs of learners who struggle with literacy and also their practical propositions for change. The total study was underpinned by ethical principles and the ethical standards set by the host institution. Key findings demonstrated that dialogical modes of professional learning had tremendous potential for unsettling common habits of mind, recognising the best of existing practices, and stimulating ideas for classroom and institutional transformation. For example, participants recognised: the interwoven nature of pupil well-being and literacy success; the benefits of variety in pedagogical and assessment practices; the centrality of teachers in school enhancement processes; the roles of parents and pupils in developing inclusive literacy practices; the potential benefits of involving pupils and parents in collaborative inquiry, and, furthermore, participants reconceptualised pupils as active social agents. Although this was a small-scale qualitative study the findings have implications for practitioners demonstrating that inclusive literacy pathways are holistic, personalised, integrated, participatory, balanced and empowering. The implications of findings for schools are that they would benefit from capacity building in action-research methodologies and leadership that supports collaborative inquiry. Policy-makers should be making time and resources available to enable schools to engage in learner-centered school improvement processes.
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Alothman, Abdulaziz. "Inclusive education for deaf students in Saudi Arabia : perceptions of schools principals, teachers and parents." Thesis, University of Lincoln, 2014. http://eprints.lincoln.ac.uk/19026/.
Full textAbstract:
This study is set in Saudi Arabia within the context of increasing national and international emphasis on inclusive education of deaf students and where policy overtly supports increasingly inclusive schools. This research is important because it is one of the few qualitative Saudi Arabian studies that have been conducted within the interpretive paradigm with a view to understanding the complexity of inclusive education. It specifically explores the factors that have influenced its theory and practice at inclusive boys’ primary schools for deaf students in the Saudi educational context. The empirical study which was set in the Local Educational Authority in Riyadh city focuses on the perceptions of schools' principals, teachers and parents of deaf students. It explores the knowledge, understanding, attitudes and experiences of these three groups of participants regarding the inclusive education of deaf students, in order to establish the factors that influence inclusive education and determine the kind of services that are needed for inclusive education of deaf students in the Saudi context. The study had two stages: the first involved exploratory focus-group interviews with schools' staff including schools' principals, teachers and parents of deaf students; and, stage two was based upon individual interviews, observations and documentary data. I adopted a purposive sampling strategy in both cases and overall 61 participants were included. A key finding was that principals of inclusive schools lacked the knowledge and understanding of inclusive education necessary for effective education for deaf students. This arguably has affected their attitudes and unconstructively influenced their attitudes towards the inclusive education of deaf students in their schools. Whilst the majority of teachers of deaf children had more knowledge and the necessary positive views towards their inclusive education and have tried to adapt classroom materials and activities to accommodate deaf students, the lack of support from principals inhibited them. In addition parents appear to lack knowledge about inclusion and its possibilities for their children and they are as such excluded from influencing educational policy and mostly do not play the role in inclusive schools to support their children that Saudi Arabian policy suggests they should. Other inhibiting factors for inclusive education for deaf students included insufficient facilities and resources, lack of training courses and lack of collaboration among school staff and between staff and parents of deaf students. My research indicates that these insufficiencies cannot be addressed without there being a symbiotic relationship between principals, teachers, parents, the Local Educational Authority, the Ministry of Education and the school environment. There is a strong need to create mechanisms to change the knowledge, attitudes and qualifications of principals, teachers and parents. Therefore in response to these findings I have developed and proposed a strategic model that focuses on the deaf student and their educational support, for the Saudi Education System. There is considerable research needed if inclusive education for deaf students is to be more grounded in an understanding of the context. The study ended with utilising its findings and previous literature to develop recommendations for theories of inclusive education and made contributions to knowledge about the role of attitudes. It also provided a set of policy guidelines and made suggestions about pedagogy. In Saudi, organisationally the Local Educational Authority need to pay more attention to funding inclusive schools and providing facilities and specialised training to school staff and parents. With work this may lead to successful inclusive education for deaf students in Saudi Arabia.