This qualitative study, pursued within a one–site case study, explores the understanding and implementation of inclusive education in an independent Jewish community school in Johannesburg, South Africa nineteen years post democracy. It analyses the phenomenon of inclusion in a school with a community ethos of care and belonging whose context is by definition exclusionary on grounds of a particular social category, religion. Because of its exclusionary agenda the school can be paradoxically positioned as inclusive on grounds of strong communal values. The school however, struggles with difference and diversity of a certain kind, despite its purportedly strong communal spirit and strong religious culture. This study set out to probe how stakeholders understood inclusive education in an attempt to explain how this influenced their practice of inclusive education. Lewin’s theory of Planned Change and four belief systems were utilized to examine the understanding and practice of stakeholders at the school. The study suggested that the four belief systems influenced the way in which inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa. The main research question which guided the study was: How has inclusive education policy been implemented in a mono-cultural community school in South Africa, with the three sub–questions being: 1. How do the various school stakeholders understand the concept of inclusion and what are their attitudes towards inclusion? 2. How is inclusive education managed at class, school and community level? 3. To what extent do their attitudes and understandings influence their practice of inclusive education? It was conducted within an interpretative/constructivist research paradigm and utilized a case study design. It relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. The descriptions of the stakeholders’ understandings that emerged in this study highlighted how belief systems determined the action towards inclusive education and how despite the school being a community school, the community discourse did not prevail in the actions towards inclusive education, it was the individual beliefs which vied for dominance which determined inclusive action. This resulted in a qualified and fragmented inclusion and in some cases exclusion. The findings were linked to Lewin’s planned approach to change including field theoretical and group dynamic theories. The study concluded that the four belief systems influenced the way in which inclusive education was both understood and practised in this school and the study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa. / Thesis (PhD)--University of Pretoria, 2013. / am2013 / Education Management and Policy Studies / unrestricted

Data dependencies, or integrity constraints, are used to improve the quality of a database schema, to optimize queries, and to ensure consistency in a database. In the last years conditional dependencies have been introduced to analyze and improve data quality. In short, a conditional dependency is a dependency with a limited scope defined by conditions over one or more attributes. Only the matching part of the instance must adhere to the dependency. In this paper we focus on conditional inclusion dependencies (CINDs). We generalize the definition of CINDs, distinguishing covering and completeness conditions. We present a new use case for such CINDs showing their value for solving complex data quality tasks. Further, we define quality measures for conditions inspired by precision and recall. We propose efficient algorithms that identify covering and completeness conditions conforming to given quality thresholds. Our algorithms choose not only the condition values but also the condition attributes automatically. Finally, we show that our approach efficiently provides meaningful and helpful results for our use case. / Datenabhängigkeiten (wie zum Beispiel Integritätsbedingungen), werden verwendet, um die Qualität eines Datenbankschemas zu erhöhen, um Anfragen zu optimieren und um Konsistenz in einer Datenbank sicherzustellen. In den letzten Jahren wurden bedingte Abhängigkeiten (conditional dependencies) vorgestellt, die die Qualität von Daten analysieren und verbessern sollen. Eine bedingte Abhängigkeit ist eine Abhängigkeit mit begrenztem Gültigkeitsbereich, der über Bedingungen auf einem oder mehreren Attributen definiert wird. In diesem Bericht betrachten wir bedingte Inklusionsabhängigkeiten (conditional inclusion dependencies; CINDs). Wir generalisieren die Definition von CINDs anhand der Unterscheidung von überdeckenden (covering) und vollständigen (completeness) Bedingungen. Wir stellen einen Anwendungsfall für solche CINDs vor, der den Nutzen von CINDs bei der Lösung komplexer Datenqualitätsprobleme aufzeigt. Darüber hinaus definieren wir Qualitätsmaße für Bedingungen basierend auf Sensitivität und Genauigkeit. Wir stellen effiziente Algorithmen vor, die überdeckende und vollständige Bedingungen innerhalb vorgegebener Schwellwerte finden. Unsere Algorithmen wählen nicht nur die Werte der Bedingungen, sondern finden auch die Bedingungsattribute automatisch. Abschließend zeigen wir, dass unser Ansatz effizient sinnvolle und hilfreiche Ergebnisse für den vorgestellten Anwendungsfall liefert.