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School-based support teams' experiences of the support that they provide within their schoolsGaffney, Theona January 2016 (has links)
A research report submitted to the Discipline of Psychology, Faculty of Humanities, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Masters in Education (Educational Psychology)
Johannesburg, South Africa February 2015 / This study set out to investigate school-based support teams’ experiences of the support that they provide within their schools. School-based support teams have a key role in providing support to teachers and learners through consultation on classroom strategies, case management, referrals and decisions regarding resources within the school with the aim of identifying and addressing barriers to learning. This research specifically explores School-based support teams’ experiences of providing support in order to gain an understanding of the role that these teams play in schools. Data for this study was collected by conducting focus group interviews with 25 school-based support team members from 5 government primary schools in the Johannesburg East District. In addition, the head of each participating school-based support team completed a questionnaire. The data collected resulted in the generation of four main themes relating to school-based support teams’ experiences of providing support within their schools. These were: the functionality of school-based support teams specifically with regards to providing support within their schools, as well as the responsibilities and structure of school-based support teams; access to specialist support, and the District Based Support Team as well as parental involvement; collaboration and the benefits of collaboration; and finally the functionality of the District Based Support Team focussing on school infrastructure, and the involvement of District Based Support Teams / MT2016
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A study of integrated education in Hong Kong prospect for success? /Choi, Kin-man, Josephine. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
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Promoting Inclusion in Urban Contexts: Elementary Principal LeadershipGriffiths, John Darrin 30 August 2011 (has links)
The purpose of this study is to explore the strategies principals use to promote inclusion in their urban elementary schools. Data was collected from sixteen urban elementary school principals—who were identified as skilled at promoting inclusion—in Ontario, Canada. The thesis argues that inclusion is vital to ensuring social justice and combating the culture of positivism in the current educational context. As well, this thesis presents numerous strategies to promote inclusion with staff members, students, and parents. I also identify critical themes: the importance of principals teaching others, particularly teachers, about inclusion; how the principals in this study learned about inclusion; teachers as barriers to the promotion of inclusion; and the negative impact on principals who promoted inclusion. I conclude with the connection of inclusion with the concept of the public intellectual.
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Promoting Inclusion in Urban Contexts: Elementary Principal LeadershipGriffiths, John Darrin 30 August 2011 (has links)
The purpose of this study is to explore the strategies principals use to promote inclusion in their urban elementary schools. Data was collected from sixteen urban elementary school principals—who were identified as skilled at promoting inclusion—in Ontario, Canada. The thesis argues that inclusion is vital to ensuring social justice and combating the culture of positivism in the current educational context. As well, this thesis presents numerous strategies to promote inclusion with staff members, students, and parents. I also identify critical themes: the importance of principals teaching others, particularly teachers, about inclusion; how the principals in this study learned about inclusion; teachers as barriers to the promotion of inclusion; and the negative impact on principals who promoted inclusion. I conclude with the connection of inclusion with the concept of the public intellectual.
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Rhetoric and reality of inclusion : an examination of policy and practice in Southampton Local Education Authority.Ramjhun, Ahmad Faoud. January 2001 (has links)
Thesis (EdD)--Open University.
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Concerns of middle and high school teachers toward inclusion of students with exceptional education needsAlexander, Jack. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Senior teacher perceptions towards inclusionLarson, Shawna A. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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A study of the attitudes of high school special education students towards inclusionLaher, Sue. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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The effects of inclusion on general education studentsPawlowicz, Bruce. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Special education and general education teacher attitudes toward inclusionOlson, Jennifer Marie. January 2003 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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