This study explores the disconnection that exists between refugee policy developers and those whom they intend to benefit by bringing the voices of refugees and their supporters into community discussions on policies and practices that directly affect the refugee resettlement experience. The purpose of their involvement was to help ensure that resettlement activities were relevant to their needs. In an effort to make the findings as generalizable as possible, the researcher applied techniques of Participatory Action Research (Carr & Kemmis, 1986) within a Grounded Theory (Glaser & Strauss, 1967) methodological framework. Community consultations involving a total of 86 refugees, refugee claimants and their supporters in three cities were conducted during the period that Canada was responding to post-9/11 concerns for national security with its first implementation of the Immigration and Refugee Protection Act. Findings from those consultations were triangulated with data from interviews with 29 service providers, government officials and individual refugees, as well as documentary evidence from scholarly research, government publications and mass media sources. Implications for further policy development were then developed from that process. Findings from the research suggest that the potential for unexpected policy outcomes can be reduced if culturally sensitive community consultations, in the preferred language of the community, are incorporated in policy development and implementation processes. These findings can contribute to building local community capacities to increase the effectiveness of resettlement activities and improving their sustainability by inviting those who have the most to benefit take ownership of them.

Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been funded by The Bill and Melinda Gates Foundation as well as by the Coalition of Essential Schools (CES). The Coalition of Essential Schools is a network of small schools that adhere to similar educational ideologies such as the desirability to provide inclusive educational environments. CES promotes inclusion as a means to equitable and democratic education. This study explains the tensions the philosophy and practice of inclusion has produced concerning English language learner (ELL) programs in conversion small schools. This study investigates (a) the ways in which ELL programs in conversion small schools have supported inclusive education, (b) the ways small school inclusion has affected ELL programs, and (c) the impact inclusion philosophy in conversion small schools on inclusive and equitable instruction for ELL students. Through a multi-case qualitative study including interviews and observations, the contexts for the ELL programs in three different conversion schools are investigated and described. The data shows that none of the ELL programs investigated have been able to fully support instructional inclusion either due to a lack of belief in the efficacy of inclusion or a lack of resources. Small school inclusion has affected ELL programs differently in each school. At one school, the ELL program felt almost no effects of the conversion. At another, the program is radically different than previous to the conversion. Third, inclusive and equitable instruction for ELL students in conversion small schools, even in the best case, is happening only in some classes. Due to a lack of resources, no ELL program has been able to implement inclusion as a programmatic reform. Finally, the impetus to involve ELL students in inclusion programs is highly influenced by special education policies rather than by legislation overseeing ELLs. The study concludes that inclusion is understood and practiced differently at each site. At the sites where any type of inclusion was practiced, teachers reported that inclusion provided ELL students with more social than academic benefits.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

This study explores the disconnection that exists between refugee policy developers and those whom they intend to benefit by bringing the voices of refugees and their supporters into community discussions on policies and practices that directly affect the refugee resettlement experience. The purpose of their involvement was to help ensure that resettlement activities were relevant to their needs. In an effort to make the findings as generalizable as possible, the researcher applied techniques of Participatory Action Research (Carr & Kemmis, 1986) within a Grounded Theory (Glaser & Strauss, 1967) methodological framework. Community consultations involving a total of 86 refugees, refugee claimants and their supporters in three cities were conducted during the period that Canada was responding to post-9/11 concerns for national security with its first implementation of the Immigration and Refugee Protection Act. Findings from those consultations were triangulated with data from interviews with 29 service providers, government officials and individual refugees, as well as documentary evidence from scholarly research, government publications and mass media sources. Implications for further policy development were then developed from that process. Findings from the research suggest that the potential for unexpected policy outcomes can be reduced if culturally sensitive community consultations, in the preferred language of the community, are incorporated in policy development and implementation processes. These findings can contribute to building local community capacities to increase the effectiveness of resettlement activities and improving their sustainability by inviting those who have the most to benefit take ownership of them.

Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a “one size fits all” answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education). Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed. Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators’ and students’ perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.

Several current social agendas in the province of Manitoba are impacting the demographics in our classrooms. Recent changes to the Public Schools Act, the Educational Administration Act, an aggressive immigration initiative and a trend for movement from rural to urban settings have contributed to classrooms where the learning and behaving needs of students are diverse, their motivations to learn are different and they have varied areas of strength and weakness. In order to meet these new challenges and to provide educational programming that reflects the needs of our global society, schools need to change the way they are delivering service to students in schools. This study used qualitative research methods to examine the conditions that facilitate building an inclusive middle school in Manitoba. Data from both focus group interviews and a document study yielded multiple themes under the headings of actions, culture and strategies. A historical scan of the school’s reform process highlighting the changes in beliefs, leadership, structures and processes over time resulted from the data analysis. Collectively, the findings identify the specific steps the school took to move to inclusion. The information contained in this study will provide a path to help educators move to creating inclusive school environments where all students feel a sense of belonging and fulfillment from their educational experiences.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a “one size fits all” answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education). Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed. Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators’ and students’ perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.

Several current social agendas in the province of Manitoba are impacting the demographics in our classrooms. Recent changes to the Public Schools Act, the Educational Administration Act, an aggressive immigration initiative and a trend for movement from rural to urban settings have contributed to classrooms where the learning and behaving needs of students are diverse, their motivations to learn are different and they have varied areas of strength and weakness. In order to meet these new challenges and to provide educational programming that reflects the needs of our global society, schools need to change the way they are delivering service to students in schools. This study used qualitative research methods to examine the conditions that facilitate building an inclusive middle school in Manitoba. Data from both focus group interviews and a document study yielded multiple themes under the headings of actions, culture and strategies. A historical scan of the school’s reform process highlighting the changes in beliefs, leadership, structures and processes over time resulted from the data analysis. Collectively, the findings identify the specific steps the school took to move to inclusion. The information contained in this study will provide a path to help educators move to creating inclusive school environments where all students feel a sense of belonging and fulfillment from their educational experiences.

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