Dissertations / Theses on the topic 'Mainstreaming in education'
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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.
Full textMcDonald-Morken, Colleen Ann. "Mainstreaming Critical Disability Studies Towards Undoing the Last Prejudice." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27446.
Full textNDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)
Geck, Carol W. "Teacher attitudes toward mainstreaming and resource programs." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/167.
Full textFuchs, 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.
Full textLachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.
Full textWhite, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.
Full textYounis, 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.
Full textTallent, 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.
Full textElsie, Nicole M. "Effective practices currently used by classroom teachers to facilitate mainstreaming /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880314.pdf.
Full textChauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.
Full textHouminer, 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.
Full textAlexeiko, Maria L. "Gender mainstreaming and students in the Russian Far East." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1121188015.
Full textFarley, 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.
Full textTungaraza, 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.
Full textAnderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.
Full textClasberry, 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.
Full textTitle 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.
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.
Full textKaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.
Full textYao, 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.
Full textNg, 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.
Full textWong, 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.
Full textMatela, 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.
Full textThis 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.
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.
Full textThe 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.
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.
Full textElloker, 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&.
Full textThe 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.
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.
Full textThis 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.
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.
Full textLambert-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.
Full textButt, 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.
Full textKretz, 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.
Full textRunhare, 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.
Full textThesis (DPhil)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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.
Full textTitle 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.
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.
Full textAnderson, 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.
Full textMarquardt, 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.
Full textJustice, 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.
Full textKaragiannis, 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.
Full textCheung, 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.
Full textZimmerman, 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.
Full textBuck, 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.
Full textHolmes, 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.
Full textNg, 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.
Full textWong, 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.
Full textYeh, 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.
Full textTitle 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.
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.
Full text"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).
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.
Full textMills, 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.
Full textVorapanya, 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.
Full textMoors, 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.
Full textTitle from document title page. Document formatted into pages; contains vi, 72 p. : ill. Includes abstract. Includes bibliographical references (p. 50-51).
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.
Full textPage 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.