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Dissertations / Theses on the topic 'Mainstreaming in education'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Duquette, Cheryll A. "Teacher attitudes toward mainstreaming related to teacher perceptions of mainstreaming and teacher observations of principal behaviours." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/21354.

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2

McDonald-Morken, Colleen Ann. "Mainstreaming Critical Disability Studies Towards Undoing the Last Prejudice." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27446.

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According to critical disability studies scholars, disablism may be the fundamental system of unearned advantaging and disadvantaging upon which all other notions of difference-as-deviance are constructed. If so, a deeply critical and intersectional investigation of enabled privilege/disablism prepares a grounding from which seeds of novel and effective approaches to social and educational justice may be cultivated. Whether or not disablism holds this pivotal position, the costs to us all in terms of personal, ethical, professional, and financial losses are too steep, have always been too steep. In this disquisition I begin by arguing for the prioritizing and centering of a radical emancipatory discourse--across and within all education venues--regarding disability. In Chapter 2, I explore models of disability and notice where awareness of enabled privilege has been absent in my own experience as an educator and call for all educators to consider what might it mean if awareness of enabled privilege and the harms of disablism were at the center of our daily personal, social, and institutional lives. Chapter 3 investigates the perceptions of post-compulsory education professionals regarding what constitutes disability allyship and identifies three unique viewpoints. Chapter 4 blends conceptualizations of allyship developed within various social justice literatures with those identified viewpoints of disability allyship to yield a model professional development approach focused on an intersectional analysis for social justice through disability justice. The dissertation concludes in Chapter 5 with a discussion of core assertions and findings and points to future research priorities.
NDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)

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3

Geck, Carol W. "Teacher attitudes toward mainstreaming and resource programs." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/167.

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4

Fuchs, Wendy H. Weber. "General education teachers' beliefs and attitudes about current mainstreaming practices /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559856161&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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5

Lachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.

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6

White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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7

Younis, Forssman Joulin, and Emma Jacobsson. "Gender Mainstreaming in Kisumu County High Schools : A Study of Gender Mainstreaming Policy Implementation on the Local Level in Kenya." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61311.

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8

Tallent, Phyllis E. "A Comparison of Classroom Teacher Attitudes Toward Mainstreaming (North Carolina, Exceptional Children)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2801.

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The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.

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9

Elsie, Nicole M. "Effective practices currently used by classroom teachers to facilitate mainstreaming /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880314.pdf.

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10

Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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11

Houminer, Tirzah. "Children with Down's syndrome who learn : the effects of mainstreaming." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74047.

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12

Alexeiko, Maria L. "Gender mainstreaming and students in the Russian Far East." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1121188015.

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13

Farley, Janice Landmesser. "The current attitudes of principals and teachers regarding mainstreaming in Virginia middle-level schools." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618746.

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This study investigated the relationship between the attitudes of principals and teachers toward mainstreaming and the level of comfort participants felt toward special education and mainstreaming. Sixty-five large and small middle schools from the state of Virginia were randomly selected to participate in this study. Participants completed demographic/information sheets, the Attitude Towards Mainstreaming Scale (ATMS), and the Comfortability Scale for Special Education (CSSE). Data were analyzed using statistical methods.;The following research questions were explored (1) do the current attitudes of school personnel differ from previous findings, (2) does a middle level principal's attitude relate to a middle level teacher's attitude, (3) does the level of comfort of a middle level principal relate to a middle level teacher's level of comfort, (4) do the indirect factors such as number of years of experience, teacher level of education, number of special education courses and preservice training influence a teacher's or principal's attitude, and (5) does attitude and comfort relate to school division size and school personnel?;It was concluded the attitudes of middle school personnel are similar to the attitudes of personnel who work in other grade levels. Furthermore, principals had more favorable attitudes towards mainstreaming than teachers. Principals can influence the attitudes of teachers toward mainstreaming, however, principals' level of comfort do not influence teachers' level of comfort. Specific factors were found to be indirectly related to attitude. The significant factors included prior experience working with persons with disabilities, educational background, and coursework in special education were significant. The size of a school division was related to the level of comfort of school personnel when working in team situations.;Further study is needed to evaluate the relationship between level of comfort and attitude. A disparity in an individual's attitude and level of comfort exists between large and small school divisions. Additional studies should examine the relationship between principal attitudes and teacher attitudes at all grade levels. Also, a principal's role in implementing special education programs should be studied.

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14

Tungaraza, Frida D. "The attitudes of teachers and head teachers towards mainstreaming in Tanzanian primary schools /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396024721.

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15

Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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16

Clasberry, Genevra A. Lian Ming-Gon John. "Perceptions of inclusive education held by general education teachers at different grade levels." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986726.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Barbara Fulk, Lanny Morreau, Margaret Shaw-Baker. Includes bibliographical references (leaves 86-94) and abstract. Also available in print.

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17

Carroll, Elizabeth A. "Inclusion : a view from students and teachers /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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18

Kaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.

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19

Yao, Shui-chun Tiffany. "Skills opportunity schools in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939260.

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Ng, Chiu-ping. "Integration of physically handicapped children in Hong Kong : an attitude survey of students, professionals and parents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999977.

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21

Wong, Chun-miao. "The integration of children with disabilities into ordinary schools in Hong Kong : a study of policy implementation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19709109.

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22

Matela, Lineo Jane. "An investigation of the challenges of implementing inclusive education in one Khayelitsha mainstream school." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8965_1257321332.

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This study investigated the challenges of implementing inclusive education in one Khayelitsha mainstream school. The key objectives of this study were to determine which aspects of implementation have worked well in the school and which have not, while exploring the underlying reasons in each case.

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23

Mthimkhulu, Jennifer Winnifred, and M. M. Hlongwane. "Mainstreaming care and support to address barriers to teaching and learning in selected SADC member states’ education institutions." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1821.

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A thesis submitted to the Faculty of Education in fulfilment of academic requirement for the Degree of Doctor of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.
The purpose of this study was to examine the importance of mainstreaming care and support to address barriers to teaching and learning. The research explored both the potential and limitations of mainstreaming care and support, as a practical and an analytic strategy, by addressing key underlying issues, as well as comparatively assessing the implications of mainstreaming care and support in different settings. There were principles and values about placing a child in the centre of education and taking the importance of the rights of a child so that no child is differentiated or discriminated against. The education ministry ensured that all children access education because it is the right of children regardless of gender and socio economic status. In this study mainstreaming was presented as an approach that held and followed a variety of needs for teaching and learning. Mainstreaming attempted mostly to be socially, customarily, aesthetically, ethically, environmentally and circumstantially relevant and applicable. Mainstreaming called for multi-sectoral collaboration of different ministries that work with and for children, for an example the Ministry of Home Affairs for documentations (birth certificates), the Ministry of Social Development (grants), the Ministry of Health and civil societies. The formation and collaboration with appropriate and relevant partners and stakeholders was presented as an important element in the development of commitment and nurturing of the service delivery of care and support programmes and activities for children. Mainstreaming of care and support served as the amelioration in breaking down the barriers to learning. The addressing of barriers demonstrated that all children accessed school, increased enrolment and retention. It ensured that children stayed in school for the number of required years. Mainstreaming called for the participation and involvement of different role players at different levels in education, including the community, parents, and caregivers. It based its focus on local expertise by providing and prioritizing capacity building on knowledge, skills and guidance through mentoring, training and technical support. It also based its focus on existing initiatives or programmes that supported learners’ social needs. This study based its research in two SADC Member States, namely Swaziland and Zambia. The study compared what was pertinent, using questionnaires to collect information. It investigated what already existed and implemented to deliver care and vi support services. The research used both quantitative and qualitative research methods, however a qualitative research method was mostly used, as a natural science and social science tool, enabling the researcher to study social and cultural phenomena. The decision to use mostly the qualitative research method was based on the context, relevance and theses objectives’ satisfaction. The study enquired into what existed and implemented for care and support service delivery. Key informants in both Member States included senior officials from the key ministries in the National Co-ordinating Units (NCU), Southern African Development Community (SADC), Care and Support Programme Steering Committee, Monitoring Information Systems Units (EMIS), civil society organisations (NGOs), United Nations (UN) agencies, school support teams and teachers.

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Masoodi, Jennifer J. "School reform in residential schools for the blind : a historical investigation /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7661.

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25

Elloker, Sakeena. "Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environment." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners.

The findings indicate that this educator&rsquo
s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.

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26

Maier, Andrea C. "Mainstreaming and individual education programs in an elementary school district in rural northwest Missouri| A case study." Thesis, Keiser University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251350.

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This case study produced evidence regarding the relationship between parents’ and educators’ partnership in the creation and implementation of a child’s Individualized Education Plan (IEP) and regular elementary educators’ perceptions of the mainstreaming process. The quantitative research portion included the collection of Likert scale surveys ( N = 62) from kindergarten through fifth grade regular elementary teachers and parents of students mainstreamed into the regular education classroom. The qualitative portion of the research involved interviews (n = 6) with kindergarten through fifth grade educators teaching in a regular education classroom. Data from the quantitative data were analyzed prior to the qualitative data, but the data were analyzed to monitor for ways data were related after separate analysis was completed. The results indicated that the opinions of parents and educators did not differ significantly when asked about the IEP process. Participants in the qualitative portion of the research supported what was found in the literature review. Teachers have had both positive and negative experiences with mainstreaming. Negative experiences generally related to having little or no training related to handling students with special needs outlined in an IEP, misbehaviors interfering with the classroom environment, unclear expectations of student accommodations and paraprofessionals (paras), and unsuccessful attempts at mainstreaming due to lack of support or communication with stakeholders. Positive experiences reported during interviews included some paras working well inside the classroom, success with support received from administration, and students with IEPs working alongside their grade level peers.

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27

Kitchener, April May. "Some Pupil Referral Units are more successful than others : what do key stakeholders think makes the difference?" Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/some-pupil-referral-units-are-more-successful-than-others(ea5a4301-caea-4fc1-8bf2-6bd095787379).html.

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The key research issue of this thesis is what professional key stakeholders perceive as the factors that result in some Pupil Referral Units (PRUs) being more successful than others. This is a qualitative study of data which was collected between 2006 and 2009 using chaos and complexity theory as a theoretical framework. In establishing what a successful PRU is, the study identified two types of PRU provision: - Primary and Key StageS PRUs: staff work to reintegrate students into mainstream schools after a period of intervention. - Key Stage4 PRUs: integration into college or work placement is seen as being more appropriate routes for older students. In addition KS4 PRU provision was perceived more as a 'long-term' provision to provide continuity and stability during the examination period. The study provides a brief overview of early educational provision before looking at the introduction and development of PRUs in England and Wales. The study analyses responses by Estyn and Ofsted HMI teams to quality and standards within PRUs and goes on to present key stakeholder perceptions of PRUs. Factors that impact on the quality of a PRU are then identified and discussed with the main element being identified as the characteristics of the PRU head teacher. Finally the study suggests a new model of leadership and management qualities that contribute to a successful PRU.

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Lambert-Melcher, Stacey. "An examination of reported mainstreaming attitudes and practices in San Bernardino City Unified School District." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/801.

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Butt, Dorothy Faith Margaret. "Can students influence policy implementation in higher education? : a case study based on the mainstreaming of liberal adult education." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367382.

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30

Kretz, Heidi Scott. "Teacher perceptions of gender bias in education and recommendations for teacher training." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007kretzh.pdf.

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31

Runhare, Tawanda. "A comparative case study of institutional responsiveness to mainstreaming of pregnant learners in formal education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24640.

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The purpose of this study was to explore how social institutions in South Africa and Zimbabwe respond to the mainstreaming of pregnant learners in formal education. A case study was used as the strategy of inquiry. Utilising a phenomenological, social constructivist and interpretivist lens and guided by a theoretical framework of action science theory, this exploratory qualitative study set out to investigate and compare how various stakeholders in South Africa and Zimbabwe respond to the policy of mainstreaming pregnant learners in schools. Data collection methods took the form of focus group and key participant semi-structured interviews, document analysis and a researcher observation and reflective journal. Two research sites comprised the case study. The sample at each of the identified sites consisted of 12 pregnant and former pregnant learners; 12 mainstream learners; 6 parents/legal guardians; 6 teachers; 6 community representatives on the school governing body. Data analysis consisted of a mix of hermeneutic, content and discourse analysis. Three findings emanated from this study. First, the socio-cultural beliefs, norms, practices and expectations of the community about pregnancy and ideal motherhood were more influential governing variables to educational access and participation of pregnant teenagers than the official school policy. Second, educators at both sites were found to have inadequate capacity to assist pregnant learners with schooling. Third, the South African school was found to provide more access to pregnant learners because of the more liberal and open response to teenage pregnancy. In contrast the conservative tendency to conceal the problem was observed at the Zimbabwean site. This study revealed that institutional policies that do not take into consideration the social, cultural and lived experiences of the relevant stakeholders are difficult to implement. The proposition is that there is usually a split between policy and practice, and that policy can be nothing more than political symbolism. An all-inclusive and consultative approach to policy formulation processes is recommended as an intervention strategy that could be used to counteract the problem.
Thesis (DPhil)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted

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32

Baker, Ronald Guy Schapsmeier Edward L. "The dilemma of learning disabled secondary students mainstreamed into regular education classrooms an historical perspective /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726499.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed August 11, 2005. Dissertation Committee: Edward L. Schapsmeier (chair), John Freed, Lawrence McBride, M. Paul Holsinger, Paula Smith. Includes bibliographical references (leaves 140-151) and abstract. Also available in print.

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Floyd, Susanna M. "The Development of Teacher Training Principles from Identified Teacher Concerns Related to Mainstreaming in a Day Care Center." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2676.

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The problem of this study was to identify teacher training principles which would aid day care teachers in integrating handicapped children into their classrooms. This was a descriptive study which utilized a questionnaire methodology. The questionnaire was administered to teachers of randomly selected day care centers in Tennessee. The sample size was 347. The questionnaire identified from the literature review was the Stages of Concern Questionnaire. The questionnaire was designed to identify concerns of individuals toward an innovation. The instrument was modified to be used in identifying the concerns of day care teachers toward mainstreaming young handicapped children into day care centers. Descriptive statistics were used to analyze the data obtained from 105 respondents to the 35-item questionnaire. Analysis of the data collected to answer the research questions revealed the following: The educational and training background of teachers involved in mainstreaming should be developmentally oriented. From a developmental base day care teachers can make the transition from teaching normally developing children to teaching an integrated classroom by mastering five additional topics: assessment techniques, systematic planning techniques, knowledge about developmental exceptionalities, knowledge and teaching skills related to the promotion of positive social interaction of children, and an understanding of the additional job demands of an integrated classroom. The concerns of individuals tend to be developmental and tend to move from self concerns (Stages 0, 1, 2) to task concerns (Stage 3) to impact concerns (Stages 4, 5, 6). The movement through the stages of concern can be facilitated but not forced. The person(s) planning the interventions or training must plan training that helps resolve existing concerns while facilitating the individual(s)' move to the next stage of concern (Hord, Rutherford, Huling-Austin, & Hall, 1987). Teacher training principles were designed using the findings obtained from the questionnaire. The mainstream topics suggested by the review of literature necessary for teachers of integrated classrooms were cross-tabulated with the intervention strategies suggested by the stages of most intense concerns. The suggestions obtained from the review of literature related to the format of adult inservice training were considered as factors in the presentation of the intervention strategies. (Abstract shortened with permission of author.)

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Anderson, George. "Teaching learning disabled students in the general education classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34158.pdf.

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35

Marquardt, Jennifer. "Special education educator's attitudes toward inclusion and its effects on collaboration /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009marquardtj.pdf.

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Justice, Susan M. "Special education awareness of UW-Stout student teachers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006justices.pdf.

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Karagiannis, Anastasios. "The social-historical context of special education and mainstreaming in the United States from independence to 1990." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39780.

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This investigation explored special education and mainstreaming in the social-historical context of U.S. general formal public education and society from the American Revolution to 1990. Its main purpose was to examine the obstacles to and prospects of 'purposeful' mainstreaming in this wider context. First, special education was placed in the context of general education and society. Second, the objectives of general education were viewed historically to examine the influence of evolving societal conditions on special education. Third, the outcomes of PL 94-142 (Education for All Handicapped Children Act) from its passage to the late 1980s were explored in conjunction with the various models and practices of mainstreaming. Fourth, the meaning of the 1980s' 'excellence' reforms were scrutinized. It was found that: (1) the concept of 'society as primarily an economic entity' has had a decisive influence on the objectives of U.S. formal education and special education; (2) special education has functioned mainly as a means of educational amelioration and social control; (3) there have been three major waves of reform in special education arrangements in U.S. history--in the first two waves the element of social control outlasted the element of educational remediation; (4) the latest wave of special education reform, led primarily by the federal government and corporate business and targeting disadvantaged students and their families, has commenced since the 1960s; and (5) the principal mode of reform for the latest wave appears to be 'interagency collaboration' which has inherent elements of educational improvement and social control. Implications of these findings for 'purposeful' mainstreaming are discussed. Based on the suggestion that the obstacles to mainstreaming be situated in the wider social-historical context of the U.S. society, several recommendations are given for strategic planning and more meaningful reform.

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Cheung, Yuen-shan Judy. "A study of the Hong Kong government's policies on special education." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36431497.

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39

Zimmerman, Mary. "Teacher perceptions toward including students with emotional behavioral disabilities in general education classes." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006zimmermanm.pdf.

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40

Buck, Linda Lee. "Perceptions of vocational special education coordinators in Ohio regarding the importance and level of performance of state-prescribed guidelines /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095448.

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Holmes, Yvonne Patricia. "A survey of attitudes of special and regular educators toward the inclusion of students with severe disabilities in regular education classrooms." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1537.

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42

Ng, Chiu-ping, and 吳超平. "Integration of physically handicapped children in Hong Kong: an attitude survey of students,professionals and parents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957377.

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43

Wong, Chun-miao, and 王春苗. "The integration of children with disabilities into ordinary schools inHong Kong: a study of policyimplementation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965672.

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44

Yeh, Chun Chang Morreau Lanny E. Lian Ming-Gon John. "Perceptions of Chinese parents toward mainstreaming their children with disabilities and service needs." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311293.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Lanny Morreau, Ming-Gon Lian (co-chairs), Mack Bowen, Thomas Caldwell, Barbara Heyl, William Rau, Alan Repp. Includes bibliographical references (leaves 135-148) and abstract. Also available in print.

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Cavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.

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Thesis (Ed. D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).

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Allan, Julie. "Pupils with special educational needs in mainstream schools : a Foucauldian analysis of discourses." Thesis, University of Stirling, 1995. http://hdl.handle.net/1893/2190.

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This research focuses on pupils with special needs in mainstream schools. It is concerned with how their identities and experiences are constructed at a formal level, within official documents, and informally, in the way the pupils are talked about. A Foucauldian perspective provided the framework for analysing formal and informal discourses and the power/knowledge relations these contain. Formal SEN discourses were examined by analysing the Warnock and HMI reports and earlier official documents. At an informal level, accounts were obtained from eleven pupils with a range of special educational needs and their peers. The pupils were also observed within mainstream classrooms and playgrounds. The pupils' accounts challenged the appropriateness of conventional binary divisions, for example disabled/able-bodied; integrated/segregated, for understanding the identities and experiences of pupils with SEN. The data suggest a much more continuous process of construction, characterised by oscillations, uncertainties and ambivalences and by resistance from the pupils with SEN. A number of implications for the placement of pupils with special educational needs in mainstream schools are considered. These relate to how schools might build on mainstream pupils' existing understanding of disability and ensure that integration is a positive experience for all.

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Mills, Paulette E. "Effects of classroom composition on cognitive and language development and social behavior of young children with disabilities /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7611.

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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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Moors, Alison. "A follow-up study of the effects of learner-validated, fluency-based behavioral instruction on special needs students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2028.

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Thesis (M.A.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vi, 72 p. : ill. Includes abstract. Includes bibliographical references (p. 50-51).

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Newmark, Rona. "Inclusive education for learners with Down syndrome : the role of the educational psychologist." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52885.

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Thesis (PhD)--University of Stellenbosch, 2002.
Page ii of digitised copy missing due to the condition of the original hard copy.
ENGLISH ABSTRACT: no abstract available
AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.

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