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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1968.
Pełny tekst źródłaSeptember, Sean Christian. "Educator training and support for inclusive education". Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.
Pełny tekst źródłaBridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.
Pełny tekst źródłaThis genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.
Silwamba, Simon, i n/a. "Inclusive education in Zambia: the Kalulushi trial inclusive program". University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.115015.
Pełny tekst źródłaVitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).
Sullivan, John William. "Catholic education : distinctive and inclusive". Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.
Pełny tekst źródłaCoelho, Clarisse Balixa. "Atitudes e práticas de docentes e técnicos especialistas face à educação inclusiva". Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29672.
Pełny tekst źródłaCaputo, Mara. "Autism and social skills in the inclusive setting /". Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_caput_autis.pdf.
Pełny tekst źródłaJekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District". Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.
Pełny tekst źródłaInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed.
Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature.
Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.
Pełny tekst źródłaLianeri, Ioanna. "Inclusive education in Greece : official policies, alternative discourses and the antinomies of inclusion". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020749/.
Pełny tekst źródłaOlson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.
Pełny tekst źródłaHurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools". Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.
Pełny tekst źródłaHarkins, Bradford J. "Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293610.
Pełny tekst źródłaPearce, Michelle. "Towards inclusive standards". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/241.
Pełny tekst źródłaChambers, Cynthia R. "POP Arts: Inclusive Performance Arts Programming". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3868.
Pełny tekst źródłaChambers, Cynthia R. "Performing Together through Inclusive Arts Programming". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3869.
Pełny tekst źródłaChambers, Cynthia R. "Building an Inclusive Performance Arts Community". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3866.
Pełny tekst źródłaChambers, Cynthia R. "Turning Pages Together: Inclusive Book Clubs". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3867.
Pełny tekst źródłaGreene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.
Pełny tekst źródłaMotala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education". Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.
Pełny tekst źródłaThis study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.
Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.
Pełny tekst źródłaHallahan, Carolyn. "Inclusive further education in a market economy". Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.
Pełny tekst źródłaSingal, Nidhi. "Exploring inclusive education in an Indian context". Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616137.
Pełny tekst źródłaHladush, I. "Pecularities of inclusive education in different countries". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16663.
Pełny tekst źródłaPillay, Savondarie Govindaswami. "The role of physiotherapy in inclusive education". University of the Western Cape, 2011. http://hdl.handle.net/11394/5308.
Pełny tekst źródłaThe education system in South Africa has been on a path of change since 1994, in an effort to correct the injustices and inequalities of our apartheid past. In 2001 Education White Paper Six and the inclusive education policy was introduced. This policy is based on creating an environment where special needs education is seen as a non-racial and integrated part of the education system and envisages the role of special schools changing in order to facilitate this process. Special schools will continue to provide services to the severely disabled and high needs learner. However staff at special schools will be encouraged to make their expertise and resources available to the ordinary schools in the community. This study is focused on the role of the physiotherapist in special schools. The introduction of the new policy required physiotherapists to serve the needs of learners at special schools as well as provide indirect support to ordinary schools in the community. However physiotherapists have not been trained to provide indirect support and feel that they have not had adequate assistance to improve their skills and knowledge in this area. This study therefore looked at how the knowledge, skills and attitudes of physiotherapists can be enhanced and developed in order to meet the need of successfully implementing inclusive education. The aim of the study was to design, implement and evaluate an intervention aimed at improving the knowledge, skills and attitudes of physiotherapists in providing indirect support in the education system. In order to do so, it was necessary to meet the following objectives. Firstly to determine how physiotherapists perceive indirect support and their role in the district based support team; and secondly to determine the barriers experienced by physiotherapists in providing indirect support as well as their needs to provide appropriate support within the inclusive education framework. A qualitative study was conducted using the action research method. This study involved five special schools in the Western Cape and a total of nine participating physiotherapists. Focus group discussions were used to collect data. The first focus group discussion involved participants identifying their perceptions of indirect support, their role in the district based support team, barriers to indirect support and their needs in order to provide appropriate support in the inclusive education framework. The data collected were analyzed using content analysis. The findings revealed that many of the physiotherapists are experiencing difficulties in making the shift from direct to indirect support, due to not having been provided with the necessary support, resources and training to facilitate the transition to inclusive education practices. A second round of focus group discussions were held for the physiotherapists to prioritise a need that the intervention would be based on. Thereafter a training workshop was held, based on the prioritised need, to improve the provision of indirect support by physiotherapists. This research has shown that physiotherapists have begun to engage with the change process by questioning the implications of the inclusive education policy and looking at how their role in special schools needs to change. The physiotherapists require assistance in the facilitation of a transition from providing mainly direct support in special schools, to also providing indirect support in an inclusive education setting. They require the assistance of the school management and the Department of Education to provide the necessary support, resources and training to facilitate the transition to inclusive education practices.
Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.
Pełny tekst źródłaChhetri, Kishore Kumar. "Preparing teachers for inclusive education in Bhutan". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134082/1/Kishore%20Kumar%20Chhetri%20Thesis_Redacted.pdf.
Pełny tekst źródłaCamedda, Donatella. "Understanding Inclusion. Teachers' Inclusive Attitudes From Values To Practice". Doctoral thesis, Università degli studi di Padova, 2016. http://hdl.handle.net/11577/3425253.
Pełny tekst źródłaQuesta tesi si propone di approfondire il tema degli atteggiamenti inclusivi degli insegnanti, offrendo un nuovo approccio teorico e metodologico. Concentrandosi sulla comprensione degli insegnanti rispetto all’inclusione, questo studio esamina la complessità delle relazioni tra i valori e la pratica mettendo in luce alcuni aspetti critici relativi alla transizione di atteggiamenti inclusivi in pratica inclusiva. Inoltre, l'attenzione si concentra anche sul ruolo della formazione degli insegnanti per lo sviluppo e la promozione di atteggiamenti inclusivi, al fine di comprendere e idenitificare possibili implementazioni per la formazione iniziale e in itinere degli insegnanti. Configurando l'interpretazione di inclusione ed educazione inclusiva adottate in questo lavoro, in particolare legate allo sviluppo di questi concetti a livello locale e internazionale, questo studio investiga criticamente il contesto italiano dove, nonostante le politiche di integrazione scolastica adottate da quasi quaranta anni, si verificano ancora situazioni di intra-esclusione. Il quadro teorico, abbracciando l'idea di inclusione e integrazione scolastica nella loro accezione più ampia, propone una cornice originale per lo studio degli atteggiamenti inclusivi attraverso un approccio qualitativo e la formulazione di un modello di configurazione teorica che supporta l'indagine empirica. A livello metodologico, attraverso uno strumento creato ad hoc, sono state condotte ventisei interviste ad insegnanti (tutti i livelli di scuola) in servizio e frequentanti un corso di specializzazione per le attività didattiche di sostegno. L'analisi dei dati, operata con l’ausilio di un software, si basa su una codifica di contenuti a fase multipla e una rappresentazione di mappe/tabelle, adottando un approccio bottom-up/top-down. I risultati sono ulteriormente interpretati e discussi grazie all’integrazione di estratti dalle interviste, mostrando che gli atteggiamenti inclusive dei docenti vengono poi difficilmente messi in pratica, principalmente a causa di fattori sistemici, come la mancanza di preparazione generale degli insegnanti su argomenti legati ai temi dell’inclusione. Infatti, gli atteggiamenti inclusivi degli insegnanti sembrano trovare ostacoli proprio nella pratica scolastica quotidiana. Infine, è possibile sostenere che il passaggio da integrazione scolastica a inclusione necessiti di essere ulteriormente esaminato a livello locale italiano, adottando un approccio critico e possibilmente attraverso ricerche internazionali che vedano coinvolti anche altri paesi impegnati nella transizione verso una educazione maggiormente inclusiva.
Chambers, Cynthia R. "Building Inclusive, Community-Based Book Clubs". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3861.
Pełny tekst źródłaKioko, Victor Kitau. "Becoming inclusive : a Deleuzoguattarian view of inclusive education policy struggles in Kenyan primary schools". Thesis, University of Winchester, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550216.
Pełny tekst źródłaBaltag, Irina. "Construção de uma escola inclusiva: realidade(s) e futuro(s)". Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12557.
Pełny tekst źródłaChambers, Cynthia R., i T. Takenaka. "POP Arts: An Inclusive Performance Arts Program". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3875.
Pełny tekst źródłaChambers, Cynthia R., i K. Buttolph. "POP Arts: An Inclusive Performance Arts Experience". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3877.
Pełny tekst źródłaMiner, Amy Baird. "Democratic Inclusive Educators". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.
Pełny tekst źródłaDarling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.
Pełny tekst źródłaBland, C., i Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.
Pełny tekst źródłaHofreiter, Deborah. "Principal Preparation in Special Education| Building an Inclusive Culture". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285190.
Pełny tekst źródłaThe importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals’ perceptions of their preparation in special education and subsequent district support in building their understanding and implementation of an inclusionary culture in their schools.
Grounded in Critical Disability Theory (Hosking, 2008) and Social Justice Leadership Framework (Furman, 2012), the conceptual framework of this study, Inclusive Leadership Framework, outlined characteristics of an inclusive leader and a framework for building an inclusive culture. Some principals interviewed for the study demonstrated these characteristics and some did not. Principals wanted to learn more about special education and wanted their students to succeed. The Inclusive Leadership Framework evolved throughout the study, but was remained grounded to prevailing praxis of reflection and action.
This study examined the attitudes of principals in K-12 settings in nine Southern California school districts in order to discover their perceptions of the effect their administrative credential preparation in special education had on building an inclusive culture. In addition, principals offered their perceptions relative to how district support in special education helped inform leadership practice regarding building a culture of inclusion. Finally, participants shared anecdotal experiences revealing ways they “learned on the job” as they navigated the world of special education. Recommendations for policy and practice for administrative preparation programs and the Clear Administrative Credential process, professional development and coaching of administrators is addressed in this study.
Significant findings revealed that principals who feel unprepared in special education do not always develop an inclusionary culture, or understand its benefits to student learning. In addition, participants revealed that they would have preferred knowing more about the process of special education before taking their first administrative position. One interesting anecdotal finding suggested that administrators who are parents of a special needs child or were one themselves are very well educated in the realm of special education and take a personal interest in it. A key recommendation for policy/practice/research included making a special education goal in the Individual Induction Plan for the Clear Administrative Credential. The program includes coaching and coaches need to be provided that can instruct in special education and the building of inclusive school culture.
Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia". Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.
Pełny tekst źródłaNewmark, 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.
Pełny tekst źródłaPage 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.
Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers". Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.
Pełny tekst źródłaField, Patricia L. "A study of inclusive education : engaging all learners". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23301.pdf.
Pełny tekst źródłaChauke, Margaret. "The management of inclusive education in the classroom". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.
Pełny tekst źródłaIbrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.
Pełny tekst źródłaGreenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.
Pełny tekst źródłaMouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.
Pełny tekst źródłaMagumise, Johnson. "Parent and teacher experiences of Zimbabwean inclusive education". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65442.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted
Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices". UWC, 2020. http://hdl.handle.net/11394/7554.
Pełny tekst źródłaInclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
Butler, Rhea S. "Inclusive physical education: attitudes and behaviors of students". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204064965.
Pełny tekst źródłaPreston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education". Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.
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