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Dissertations / Theses on the topic 'Special schools'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.

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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.
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2

Luelmo, Paul. "School suspension rates in charter schools within LAUSD and implications for students with disabilities." Thesis, California State University, Los Angeles, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547354.

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A disproportionate representation of students with disabilities in school suspension has been documented for many years. Suspension is associated with negative outcomes in the long run and is linked as a predictor of ethnic disproportionality in special education placement. This study uses descriptive data to examine differences in suspension rates between a small sample of charter schools and traditional schools.

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3

McKinney, Judith. "The Privatization of Special Education." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.

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This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on a secondary data source: the Virginia Department of Education, Private Schools for Students With Disabilities 2010 Annual Survey. Completed surveys were returned by all 125 schools. Results indicated that the majority of private schools licensed to serve students with disabilities are day schools. Students with an Emotional Disability, Other Health Impairment, Specific Learning Disability, and Autism are the most frequently reported disability classifications. Schools tend to be run by corporations and report being accredited by the Virginia Association of Special Education Facilities. Schools offer varying curricula, programs, and services in a variety of settings. This comprehensive profile adds to the body of knowledge or private schools serving students with disabilities in the Commonwealth of Virginia.
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4

McPeek, Valerie S. "An Exploration Into Inclusion in Frontier Local Schools." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241460164.

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5

Oktem, Zeynep. "Design Guidelines For Special Education Schools For Children With Autism Design And Appraisal Of Private Ilgi Special Education School." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611476/index.pdf.

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Autism is a pervasive developmental disorder that is seen more and more in the society and it significantly affects the lives of not only those who have autism but also their families and close ones. There is no known cure for autism, the most effective treatment is education. The choice between the several approaches regarding the education of autistic children is shaped according to education choices, children&rsquo
s age, the severity of symptoms and children&rsquo
s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.
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6

Jacklin, Angela. "The transfer process between special and mainstream schools." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296551.

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7

Woods, Maggie. "Religious education in special schools : assessment and pedagogy." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405262.

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8

Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/210.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education. This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.
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9

Walker, Trevor Charles. "Leading primary schools through and beyond special measures." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020516/.

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The status of special measures has been an outcome of school inspection for more than a decade. This study contributes to understanding the leading of primary schools through and beyond that outcome. Through self-perception, headteachers examine the relationship and interplay between their leadership and their schools' cultures. The study focuses on the agency of leadership through a process of change, so generating propositional ideas that extend the current theoretical framework. Two cultural typologies are identified that are specifically associated with this status. One is encountered at the outset of the journey of special measures and represents the root of the predicament. The other represents the cultural territory of schools that have moved beyond special measures. The study finds special measures to be an episodic journey of change. So doing it identifies three distinctive phases (the last divided into sub-phases representing an increasing complexity). In each the theme of culture and leadership is explored through the application of a conceptual model. These are configured to demonstrate the necessary dynamic for the formulation and transformation of schools' cultures. The differing and adaptive manifestations of phase-specific leadership are respectively described as: leading through cultural dissonance, leading counter-culturally, and leading through cultural congruence. The literature review identifies three conceptual orientations of leadership, each accordingly being related to special measures. These are technical-rational, transformational and critical forms of leadership. Each is seen as making a contribution at some point and to some degree through the course of the journey. The study, moreover, presents a conceptualisation of headship based on school context and circumstance - style, approach and theoretical positioning. This formulation emphasises the appropriateness of the leadership practice offered at given moments. However, the overall success of moving beyond special measures lies in each school's capacity for journeying through the phases to a position of cultural congruence.
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10

Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610317.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.

This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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11

Rudebusch, Judith. "Analysis of Special Education Compliance and Special Education Funding in Four Texas Open-Enrollment Charter Schools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4394/.

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The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.
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12

Leavitt, Jane Elizabeth Laymon Ronald L. Franklin David L. "Public school financial and educational liability for special education students' placements and provision of related services in non-public schools." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234465.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 27, 2006. Dissertation Committee: Ronald L. Laymon, David L. Franklin (co-chairs), Robert Arnold, Jack C. Eisele, Jack E. Matheney. Includes bibliographical references (leaves 213-224) and abstract. Also available in print.
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13

Harvey, Julie Anne. "What's so special about special? : improving inclusion for children with autism in mainstream schools." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3287/.

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This research seeks to compare reports of theory and intervention use that are prevalent in mainstream and special schools within a local authority (LA) and in out of county special schools used by the LA when supporting children with ASD. The objective is to make recommendations for further research and suggest how inclusion of children with ASD may be supported in mainstream schools. This is done in order to find ways for the LA to reduce expensive out of county and specialist school resources by improving the inclusion of children with ASD in LA mainstream schools. The study by Greenway (2000), who reviews strategies to promote pro-social behaviours for children with ASD, is used as a basis from which to review theoretical backgrounds and intervention.
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14

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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15

Huckman, Lynda. "Decision making in primary schools with special reference to local management of schools." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240718.

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16

Cattini-Muller, Stella. "A different way of being supply teaching in special schools /." London : Mandaras Pub, 2004. http://www.mirandanet.dial.pipex.com/ftp/differentwayofbeing.pdf.

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17

Phillips, Ronald Sydney. "Special education: The status of special education services in Indian band-operated schools in Manitoba." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187017.

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For many years Indian students requiring special education services were sent to provincial schools where services were provided. In 1985, the Department of Indian and Northern Affairs Canada (INAC) began providing funds to Indian band-operated schools for support of special education services. During the past nine years, parents, teachers, and administrators of band-operated schools have expressed concerned about the lack of and the quality of special education services in band-operated schools. There is an absence of information regarding the provision of special education services in band-operated schools in Manitoba. The purpose of this study is to describe the status of special education in these schools. The methodology of this study included surveys and in-depth interviews with principals of six band-operated schools in Manitoba. Two schools were randomly selected from each of three student enrollment categories (1200-750; 650-300; and 150-50). The major findings of this study confirm the concerns of parents, teachers, and administrators that the special education delivery system is not meeting the needs of disabled Indian students. Reasons for the lack of comprehensive services included: inefficient administrative structure; insufficient numbers of trained personnel; inconsistency of programs and services; absence of operating procedures; and lack of parent and community involvement. Eight activities are recommended for improving the quantity and quality of special education services to Canadian Indian children. First, planning committees need to be established at the band-operated school and tribal council level to develop cooperative plans for providing special education services to meet existing needs. Second, an Indian controlled special education organization should be developed consisting of band-operated schools, tribal councils, and a provincial agency. Such an organization can develop, support, and monitor special education activities. Third, the kinds and numbers of special education personnel must be increased. Fourth, there is a need to develop special education programs and services. Fifth, policies for efficient and effective operating procedures need to be written. Sixth, all students needing special education services should be identified and served. Seventh, parent and community involvement with band-operated schools must be encouraged. Eighth, additional research is needed in other Indian band-operated schools and reserves before these findings can be generalized.
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18

Hall-Evans, Cynthia E. "A study of school administrators' knowledge of special education law in Federal overseas schools." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253804.

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The purpose of this quantitative, non-experimental study was to investigate principals’ and assistant principals’ knowledge of special education law and procedures in Federal Military Connected Pacific Schools as it relates to Knowles theory of andragogy and how adults learn. This study investigated grade level and school size, individual knowledge base of special education law and procedures, initial in-service provided to principals and assistant principals, and principals and assistant principals ability to provide educational services to students with disabilities within their schools across the Pacific region. The following characteristics of gender, age, years of experience as a teacher, years of experience as a principal and assistant principal, degree level, area of concentration in graduate work, and number of courses taken in special education were also considered. A total of 21 surveys were completed out of 70 emailed to participants. Six of the surveys were rendered invalid as a result of being incomplete. The completed samples of the 21 received were evenly distributed into thirds for grade level of school. About 62% of the samples worked in schools with 500 to 999 students and two-thirds of the samples were female. About 76% of the samples were between the ages of 36 and 59. Almost 50% of the samples had 16 years or more of teaching experience and 38% of the samples had served as an administrator for 5 or less years, but nearly 30% had served as an administrator for 11 to 15 years. The conclusion obtained from this study support the findings in the literature regarding principals’ and assistant principals’ knowledge of special education law and procedures. Implications and recommendations were made from this study in Chapter 5. Research studies conducted in Federal Military-Connected Pacific Schools were not found and this research study will provide a foundation for future studies worldwide.

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19

Lee, Marvin M. "Residential Schools and Gifted Students." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539272213.

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20

Mulligan, Kimberly. "An exploratory investigation of charter schools and special education /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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21

Kuffner, Bianca. "Adolescents in special schools' perceptions of their learning disabilities." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20054.

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Thesis (MEdPsych) Stellenbosch University, 2012.
ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
AFRIKAANSE OPSOMMING: Voltooiing van formele onderwys met 'n spesifieke leergestremdheid bied baie uitdagings aan die betrokke individue. Negatiewe persepsies van leergestremdhede en/of onakkurate en onrealisties persepsies kan vir leerders met spesiale onderwysbehoeftes swak uitkomste in die volwasse lewe tot gevolg hê, asook gevoelens van frustrasie, hulpeloosheid en hopeloosheid tydens hul oorgang van skool na naskoolse kontekste. Sulke individue moet 'n akkurate persepsie van hul eie leergestremdhede vorm om te verseker dat hulle gewillig self voorspraak sal maak (self-advocate) en in staat sal wees om toepaslike ondersteuning wat nodig is om sukses in alle sfere van die lewe te ervaar, uit te soek. Die doel van hierdie studie was om 'n in-diepte ondersoek van die subjektiewe persepsies van adolessente in spesiale onderwys met betrekking tot hul eie leergestremdhede te voer, aangesien toegang tot hierdie kennis 'n belangrike eerste stap in die rigting van die ontwikkeling en voorsiening van positiewe en bemagtigende ingrypings en ondersteuning vir leerders in spesiale onderwys is. Die navorser het haarself belyn met die konstruktivistiese/interpretatiewe paradigma en die navorsingsmetodologie wat gebruik is kan beskryf word as 'n basiese kwalitatiewe navorsingsontwerp. Sewe deelnemers van 'n spesiale skool is gekies deur middel van doelgerigte steekproeftrekking. Die navorser het individuele semi-gestruktureerde onderhoude en fokusgroep onderhoude gebruik, sowel as persoonlike dokumente (in die vorm van die leerders se persoonlike lêers) om data te verkry. Die proses van analise wat toegepas word kan beskryf word as tematiese inhoud-analise. Die bevindinge van hierdie studie dui daarop dat adolessente bewus is van die individuele uitdagings wat aan hul gestel word deur die voltooiing van skool met 'n leergestremdheid. Tog was dit in 'n minder aftakelende sin ervaar as gevolg van die ondersteunende spesiale skool konteks waarin hul hulself bevind. Oor die algemeen was hulle nie bewus daarvan dat hulle self voorspraak (self-advocacy) sal moet maak vir ondersteuning in naskoolse kontekste nie. Die persepsies wat van hul leergestremdhede gevorm word is beïnvloed deur vroeë ervarings van hul eerste bewustheid van hul stryd om te leer, hul ervarings van die asseseringsproses en plasing in 'n spesiale skool, die persepsies wat ander van hul leergestremdhede het, sowel as hul ervarings as leerders in 'n spesiale skool. Die belangrikste aanbeveling gebaseer op die bevindinge van hierdie studie is dat die leerders in die omgewing van die spesiale skool voorsien moet word van meer eksplisiete voorligting ten opsigte van die spesifieke aard van hul leergestremdhede. Hulle moet bewus gemaak word van strategieë en hulpbronne wat hul moontlik kan gebruik in die naskoolse omgewings, asook die proses van die verkryging van toegang tot sodanige hulpbronne.
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Van, der Linde Engela Susanna. "The management of discipline of learners in special schools." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78503.

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The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing.
Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted
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23

Hitt, Sara Beth. "Positive Connections: An Initial Step in Addressing School Failure in High Schools." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4059.

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Positive Connections is a screening tool that quickly highlights secondary students at risk for school failure by providing (a) a list of at-risk students, (b) emphasizing teacher-student relationships, and (c) creating opportunity for early interventions.
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24

Zhao, Jianghong. "Academic and social integration of hard-of-hearing students in public schools." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278731.

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The following thesis explores the academic integration and social integration of hard-of-hearing students. Twenty-one students enrolled in public school regular classrooms throughout the state of Arizona participated in this study. The participants were given a battery of performance measures including the Stanford Achievement Test, the Test of Written Language, Social Skills Rating System and the Classroom Communication Ease Questionnaire. The students' demographic information and the teachers' perception of the selected instruments were also obtained. Students' scores were examined in terms of academic status and social status. The relationship between the academic measures and the social measures and the appropriateness of the selected instruments was examined. Results indicated that hard-of hearing students scored within the average range in terms of academic status (except the Stanford scores) and social status. Students' academic achievement is related to their social competence. A majority of itinerant teachers supported the selected instruments as performance measures.
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25

Fitch, Mark Joseph. "Rti characteristics commonly implemented in high performing middle schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611753.

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The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of the RtI model at the elementary level, middle schools attempt to implement the program with varying success. In this study, middle school principals were surveyed to determine their respective building's current level of implementation in regard to RtI. The building's implementation scores were compared to academic achievement to determine if there was a relationship using a Pearson product moment correlation coefficient (PPMC). Academic achievement was determined by students' MAP index scores relating to the 8th grade Communication Arts test, as well as the percentage of students who scored below basic. The PPMC determined little to no relationship existed between implementation levels and MAP index scores, as well as the percentage of students scoring proficient. Quartile tables were developed to determine which surveyed buildings had the highest academic achievement. The survey responses were analyzed to determine what essential components of RtI they were implementing. The essential components being implemented were determined to be universal screening, professional development, establishing clear goals and expectations, and administrator participation.

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Magnússon, Gunnlaugur. "Traditions and Challenges : Special Support in Swedish Independent Compulsory Schools." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28823.

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This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic
Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic
Fristående skolors arbete med elever i behov av särskilt stöd
Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning
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27

Craig, Olivia. "Cognitive style and problem behaviour in boys in special schools." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343439.

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Johnson, Leila Nader. "Coordinating mechanisms used by special education administrators in public schools." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/184975.

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This study was designed to identify the processes and devices used by special education administrators to coordinate the work of principals in implementing programs for handicapped students. Based on literature of organizational structures and of school district administration, interview protocols were developed to elicit information about the use of coordinating mechanisms in schools. Data was gathered through field interviews with a stratified sample of ten special education directors and twenty-one principals in ten school districts in Arizona. The data were subjected to two iterations of analysis: computer assisted analysis yielding frequency distributions, percentages, and cross tabulations, and descriptive analysis. Four coordinating mechanisms were found to be used by directors in working with principals: commitment to common goals, direct supervision, standardization of processes, and mutual adjustment. The use of coordinating mechanisms varied in relation to school level, structural complexity, and environmental stability and complexity. The major mode of coordination was mutual adjustment, with both directors and principals relying on direct contact more than any other device for information sharing, decision making, and conflict resolution. The study revealed a surprising level of conflict surrounding the implementation of handicapped programs. This conflict was discussed in relation to various aspects of school practice, management, and governance. Implications of the findings for administrative training programs, public policy developers, and practicing administrators were discussed, and recommendations were made for further research.
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Sisson, Stephen Wesley. "Elementary principals' involvement with special education programs in their schools." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284036.

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This study was designed to investigate perceived levels of involvement and training needs of elementary principals in special education. Perceptions of 133 elementary principals, 13 special education directors and 33 university faculty members were examined and compared regarding principals' role in special education. Participant responded to a survey developed and pilot-tested for this study that examined principals' involvement in thirty-six special education activities; ideal level of involvement; and types of training needed to best support principals in managing special education programs in their schools. Inferential analyses included Mixed Model MANOVAs to determine: the relationship between the three groups and three areas of activities; the ideal levels of involvement; and differences in gender. General Linear Models were utilized to determine the effects of principals' training in special education. Mixed-Model and One-Way ANOVAs determined desired areas of training for principals. Results suggest that the more course work that principals take in special education, the greater is their involvement in special education. Principals perceived that they are more involved in special education programs than was perceived by both directors and university faculty. Twice the number of significant differences were seen between principals and faculty than between principals and directors. There were no significant differences between male and female principals. Principals believed that they were currently functioning at their ideal level. Conversely, directors believed that principals need to increase their involvement to reach an ideal level. No significant differences were found between principals and directors as to an ideal level of involvement. Faculty perceived that principals need to significantly expand their involvement to attain an ideal level. Principals selected Emerging Legal Issues in Special Education, Procedures for Special Education Discipline, and Proper Special Education Documentation as administrative areas for additional training. Principals indicated that they favored supplementary training in managing Behaviorally Disordered, Chronically Disciplined and Emotionally Disabled students. Results have implications for the need to more clearly define the role of principals in special education activities and to develop a standard for principals' involvement. In addition, results indicate a need for more adequate pre-service/in-service preparation of principals in the areas of special education.
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Hudson, Tina M. "Information Schools Should Provide Parents." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3998.

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31

Fok, Chun-wing Daniel. "Teacher stress and professional development in special schools under education reform 2000 in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39707477.

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32

Lahmar, Fella. "Dealing with diversity in Muslim schools in Britain." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13568/.

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This research was designed to explore the ways that Muslim schools are dealing with the tensions arising from the diversity presented to them within their own religious group and how this then shapes individual schools as they operate within a post 9/11 and 7/7 social context. The work was carried out in six case study schools located within four different geographical contexts in England. Giddens’ notion of “double hermeneutics” informed the theoretical and conceptual frameworks driving the research in its aim to analyse the relationships between structure and agency operating within these schools and to understand them as social phenomena. To a lesser extent, these frameworks were also influenced by Gadamer’s interpretation of the “practical wisdom” concept which is used as a conceptual tool for data analysis. In setting out to provide a nuanced picture of these schools and explore their trajectories, four traditional theoretical typologies of Islamic education underpinned the analysis. These typologies were identified as important in understanding the dilemmas presented to Muslim schools in constructing themselves as “academically successful institutions” without compromising on their “Islamic ethos”. More so, as these schools deal with the tensions arising from maintaining an Islamic ethos while competing in an era where consumerist parental attitudes and academic achievement in the league tables are important to their future. The critical question that these schools’ leaders are facing is: How can the right balance be struck between “Islamic ethos” and the market dynamics of quality schooling? In resolving this dilemma, the concept of “what constitutes being a good/practising Muslim” was found to be key to how the case study schools managed this balance. This thesis argues that Muslim schools in Britain are being diversified by a continuously changing process that is shaped by internal factors as they try to balance the everyday dilemmas presented to them with the external factors that impact on them as they compete and operate within a wider educational context. As they grow in experience and confidence in their educational achievements Muslim schools are less influenced by “imported” factors. This then frees them to work on “tailoring” the education they offer more specifically to their own needs and challenges while taking into account and balancing this with their wider British influences. This has implications for those social debates such as multiculturalism, inclusion and exclusion and community cohesion that are now necessarily being influenced by a late modern social context.
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Costley, Debra Margaret. "An evaluation of the impact of the National Curriculum on the whole curriculum for pupils with moderate learning difficulties at Key Stage Four." Thesis, University of Warwick, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287058.

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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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Logan, Anna. "A multicase study of the role of the special needs assistant supporting pupils with special educational primary schools." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534692.

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To, Sung-sung, and 杜生生. "Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961204.

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To, Sung-sung. "Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184690.

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38

Taylor, B. L. "An exploration of the experiences of male teachers in special schools." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605580.

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In the UK, men make up the minority of teachers in educational settings of all types. This pattern is exaggerated in nursery, primary and special schools. In English speaking countries across the world, there have been calls for an increase in the numbers of male teachers. In the UK, the vast majority of these calls have been focused on the area of primary and early years education and the apparent need to recruit more men. The issue of the perceived lack of male teachers has been subject to much discussion and debate, with studies investigating the reasons for the comparatively low numbers of men working in education. Teachers who work in schools for children with special educational needs appear to have been overlooked in the existing body of research. This study takes place within a broad social constructionist framework. An exploratory purpose was adopted, which does not aim to test or prove existing theory but to gain the experiences of men who teach in special schools. Semi-structured interviews with six male special school teachers were conducted and the data analysed using interpretative phenomenological analysis. Several concepts emerged from the interviews, related to the participants relationships with others, activities they take on in school, expectations of others and contradictions both within and between participants. The concepts of men as 'other' and SEN as 'other' appeared central to the participants' experiences. The findings are discussed using Positioning Theory to develop an understanding of the experiences of male teachers in special schools. The implications for further research, practice within education and educational psychology specifically are explored.
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Buhagiar, Diane. "Mainstream technologically-enhanced learning environments in special schools in Northern Ireland." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669654.

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Educational systems have been increasingly urged to update their methods to reflect the societal changes brought about by technological advances. This has exerted pressure on teachers to capitalise on technological tools to bring the anticipated change in classroom practice. Nevertheless, many teachers have been reluctant to change their pedagogies to adopt technology, despite research identifying its benefits for teaching and learning. :1 Amongst these benefits is the potential of technology to make education more inclusive for students with special educational needs (SEN). However, there is insufficient knowledge about best practices that maximise the use of mainstream technologies within SEN settings. This study aimed to: (i) understand how mainstream technologically enhanced learning environments (TELE) can provide personalised learning and facilitate the learning practices of students with SEN; (ii) investigate problems faced by teachers in SEN settings during implementation of technological change and identify support systems to minimise unwanted disruptions and (iii) explore factors influencing the degree of successful implementation of a TELE for SEN. A qualitative approach was adopted by means of a case study amongst two special schools in Belfast. Interviews with participating teachers and students as well as participant observations were utilised to investigate the participants' experiences within the TELE. This study was framed within an activity theory perspective. Results indicate that a constant re-adaptation of resources and practices can transform the TELE into a new tool that mediates the achievement of more inclusive and personalised learning for SEN students. For special teachers, this transformation was characterised by tensions, identified as a combination of personal, interpersonal and institutional factors. Ultimately, the acquisition of new skills and confidence as well as abandoning preconceived misconceptions about notions of disability acted as new tools that mediated successful adoption. This study thus highlights the implications of these findings for educational policy and practice.
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Magqaza, Ocean Bungani. "Planning in Ciskei secondary schools with special reference to managerial teams." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003589.

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Educational leadership and management is a very wide field of study with interdependent components that should form a chain reaction in order to bring about effective management. This study attempts to investigate planning in schools which is one of the educational leadership and management components or functions. Very little research work has been done on educational planning in the Ciskei schools. This is a shortcoming since the number of secondary schools has mushroomed in the late twentieth century. The Ciskei educational managers and parents need to know and take note of the possible situations in the various schools. This is opportune time, particularly that recent events, i.e. students' demands and strikes, are drawing parents closer to the education of their children. The researcher's experience of inspecting school administration since 1990 has reinforced his conviction that the managerial teams in the Ciskei secondary schools have little knowledge of management, and of planning in particular. Although the investigation is into secondary school administration, it is also pertinent to primary school planning. Management, i.e. school year-planning, control of work, staff development, appointment of teachers, policy governing students and teachers are discussed at length . Joint planning, i.e. a participative or consultative approach, and advance planning, are investigated in relation to the school year-programme. The existence of statutory bodies in the various schools is assessed in order to test parents' involvement in the education of their children. School tours are discussed in relation to students' involvement in the school activities. The analysis of the results highlights areas that require attention, and the recommendations given address the controversial issues in planning in the various schools.
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41

Stroggilos, Vasilios. "Multidisciplinary collaboration in English and Greek special schools : process and effectiveness." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420408.

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42

Shepard, Ka'Nessia S. "A case study| The operation of nonpublic schools from the perspective of nonpublic school staff members." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3586349.

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The descriptive qualitative case study examined the resources nonpublic school staff members used to manage severe maladaptive behaviors and to facilitate the reintegration of students with severe maladaptive behaviors into public schools. The case study involved the participation of 17 nonpublic school staff members in semi-structured audio-recorded phone interviews. Case study participants shared personal thoughts and opinions about (a) best practices employed to manage severe maladaptive behaviors, (b) the operation of nonpublic schools, and (c) the factors that influenced reintegration into public school. Analysis of case study responses using NVivo 9.0 qualitative analysis software revealed five themes related to the research question: (a) maintaining safety, (b) resources and strategies, (c) opportunities for interaction in the community and with typical peers, (d) reintegration process, and (e) suggestions to public school staff. Data analysis also resulted in identification of 10 recommendations to educational leaders regarding strategies and resources for management of severe maladaptive behaviors as well as enhancing the reintegration process. Findings corroborated literature that indicated nonpublic staff members received specialized training and assistance from specialists to manage severe maladaptive behaviors respondents (Day & Prunty, 2010). Findings also confirmed further research is necessary about the reintegration process and how to enhance communication between educational settings.

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Blevins, L., James Fox, P. Green, and S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4176.

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44

Dowell, Richard Marshall. "School Administrator Impact Upon Physical Restraints in Public Schools." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

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45

Cheung, Chan Mei-ann Anna. "Evaluation of teacher competence as perceived by principals and teachers of Hong Kong special schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627590.

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Marks, Lori J. "There is No “Y” in Ecuador: Challenges in Private and Public Schools." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3681.

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Taylor, Kim. "The integration of children with emotional and behavioural difficulties in mainstream schools : three case studies." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299664.

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48

Bullett, Peter. "Industrially produced resource materials for teachers of physics in schools." Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/98047/.

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A questionnaire survey of three groups of teachers who received copies of A Directory of Physics Resource Materials (for teachers, produced by industrial and commercial organizations, Ed. PF Bullett, The Association for Science Education, Hatfield, 1985, pp.22) establishes: the characteristics of the sample of teachers and of their schools; their previous knowledge and use of Industrially Produced Resource Materials (IPRM); the effect of the Directory in encouraging them to obtain further examples of IPRM; their access to and use of audio-visual aids (a necessary precondition for the use of some formats of IPRM); the use of various formats of materials in their teaching: and the means by which they are Informed about IPRM. Analysis of the replies indicates that this non-random sample of 99 teachers was generally aware of, and obtained, very few of the resource materials produced by industrial companies, and these materials largely failed to meet their perceived needs. The findings of two national surveys which are reviewed support these conclusions, and recommendations are made for producers of IPRM. Case-studies of six successful projects, which used teacher-writers and generated Industrial Resource Material (IRM), identify effective strategies and suggest approaches to future good practice. The lack of evaluation and effective dissemination of IRM are identified as crucial weaknesses in many current initiatives, and strategies of proven value are suggested which might find application in this context. A model of curriculum resource diffusion and utilization is suggested as providing a conceptual frame-work for the discussion of teachers' use of IRM and defines critical parameters which would allow measures of both diffusion and utilization in future research. The historical, economic and political perspectives of the school/industry Interface are outlined to provide the context for IPRM.
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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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50

Ramberg, Joacim. "Special Education in Swedish Upper Secondary Schools : Resources, Ability Grouping and Organisation." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115778.

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This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice. The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics. The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources. Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources. Special education support is primarily provided outside the students’ regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students’ regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact.    Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students’ regular teaching groups.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.

 

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