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Participatory inclusion in the refugee resettlement processMcMichael, William Andrew 05 1900 (has links)
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.
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Inclusion of English language learners in conversion small schoolsPlett, Bethany Joy 15 May 2009 (has links)
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.
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Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane StewartStewart, Tracey-Jane January 2006 (has links)
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.
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Participatory inclusion in the refugee resettlement processMcMichael, William Andrew 05 1900 (has links)
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.
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Universal design in education: the missing link?Reimer, Ken 23 August 2010 (has links)
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.
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A study of the reform process to provide an inclusive model of service delivery within a Manitoba middle years schoolMitchell, Tammy 24 July 2012 (has links)
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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Guidelines for the inclusion of ADHD learners in the classroom / by Tracey-Jane StewartStewart, Tracey-Jane January 2006 (has links)
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.
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Universal design in education: the missing link?Reimer, Ken 23 August 2010 (has links)
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.
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A study of the reform process to provide an inclusive model of service delivery within a Manitoba middle years schoolMitchell, Tammy 24 July 2012 (has links)
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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Peer relationships, play and language of visually impaired childrenRoe, Maria Joao Lopes da Purificacao Windsor January 1999 (has links)
No description available.
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