Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

Honouring the Journey to the Eighth Fire: Educating to Create Common-Unity Many directions people turn to today there is dissension: bombings, riots, shootings, famine and even genocide. There is an increasing awareness that change is required to create a more peaceful world, but how can we create common-unity and integrate it into educational systems? This narrative enquiry research explores the ways Maxwell International Baha’i School (MIBS) attempted to create an inclusive community that was founded on the principle of the oneness of humanity. It was through MIBS’s conscious attempt to create community that people felt accepted, safe and learned to connect. This research, through a focus group of primary stakeholders, explored the way community was intentionally built. The findings in this research revealed that from its inception, MIBS accepted diversity as a means to create unity, leading to members feeling a sense of belonging, connected to a greater purpose and a desire to serve humanity. With a conscious desire, schools could replicate this type of inclusive community. It is with this knowledge that I have been asked to create a more inclusive community at my current school. Education for a globally inclusive world must not be merely a separation and honouring of diversity, but must instead weave together the diverse elements through ritual and ceremony in a manner that creates an integrated tapestry. It is time to consciously and fully educate people to see that “the earth is but one country and mankind its citizens.” (Baha’u’llah, 1990, p. 346) / Graduate / mcleod.kristy@gmail.com

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lee Cross. Includes bibliographical references (p. 152-163).

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.

Thesis (M. P. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (EdD)-Open University.

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [108]-118).

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-148). Also available on the Internet.