A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2009. / The current principles of education policies in South Africa reflect great challenges facing a society in transition. Evidently, the task undertaken by successive democratic governments since 1994 has been to address the inequalities of the past. Since as the capacity of country's building education in various ways - including Special Needs Education, Inclusive Education and Training System, in particular, the White Paper 6 (2001) attempted to promote, enhance and support the inclusion, participation and development of learners. This study examined the attitudes of primary school educators towards inclusive education, particularly the inclusion of mentally challenged learners. The study was specifically investigated the attitudes of primary school educators towards the inclusion of mentally challenged learners in mainstream education. It also aimed to determine the category/categories of mentally challenged learners which primary school educators preferred to be integrated in the mainstream. Additionally, the study also sought to establish how the following variables associated with the attitudes of educators towards the inclusion of mentally challenged learners in mainstream education: age, grade level taught, gender, type of school, teaching experience and class size. The study was both analytical and quantitative descriptive in nature, in which educators from primary schools in the Empangeni and Obonjeni Districts serve as accessible population. A structured questionnaire constructed according to a five-point Likert - type scale was used to collect data. Data were analysed both qualitatively and qualitatively. The statistical technique used to test the hypotheses was the Chi-square. The findings indicated that the majority of educators held negative attitudes towards the inclusion of the mentally challenged learners in mainstream education. Finally the findings revealed that the variables o£ gender, age, type of school, experience and class size have no influence on primary school educators attitude towards the inclusion of mentally challenged learners. However, the variable grade showed to have an influence on educators* attitude towards the inclusion of the mildly mentally challenged learners into mainstream education. Ninety percent of educators indicate that educators prefer to integrate gifted learners, mild and moderately mentally retarded learners; and Underachieving learners. Although not overahelmingly demonstrated, there is presumptive evidence that the work environment has an impact on the attitudes of the primary school educators. There is an urgent need for improvement of certain service conditions in the school setting to change the attitudes of educators. Lack of experience, lack of in-service training and lack of inspiration emerged as other factors retarding the implementation of inclusive education.

Thesis (Ed. D., Education)--University of Idaho, October 2006. / Major professor: Russell A. Joki. Includes bibliographical references (leaves 145-163). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph.D.) -- Clemson University, 2009. / Includes bibliographical references (leaves 131-135). Also available online.

Thesis (Ed.D.)--University of Louisville, 1996. / UMI dissertation order no. 9709455. Includes bibliographical references (p. 144-155).

Typescript. Includes vita and abstract. Includes bibliographical references (leaves 102-110). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

A significant rise in the number of students with autism spectrum disorders (ASD) served in today's schools requires special education administrators to possess knowledge in this area. The purpose of this study was to determine the general knowledge of special education administrators concerning ASD and knowledge of educational programming, to explore their educational training and professional development experiences in ASD, to identify the training needs of special education administrators in ASD, and to determine if knowledge, training and experience in ASD predict litigation. Using survey methods, data were collected from a sample of 106 special education administrators in Texas. Data revealed special education administrators were most knowledgeable of general characteristics, common myths, and instructional strategies, and less knowledgeable of eligibility criteria. Knowledge regarding educational programming for learners with ASD produced mixed results. Logistic regression analysis revealed general autism knowledge, knowledge of educational programming, training, and experience in ASD were not factors predicting litigation. Although results indicated none of the factors explored in this study were predictors of litigation, areas of need regarding professional development were identified. Implications for future research are also discussed.

Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, South Africa, 2002. / The aim of this study was to investigate the perceptions of primary school educators concerning inclusive education for learners with hearing impairments. The orientation to the study is followed by a chapter to explain the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative research method was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of interviews with mainstream educators with learning impaired learners in their classrooms. This was followed by a literature review to compare and complement the qualitative data analysis. The results from the qualitative research showed that the black primary school educators generally have negative perceptions of the inclusion of hearing impaired learners. The challenge facing many mainstream educators is that they have not been trained to cope with the diversity of learners now entering school. They have, for example, not been trained to meet the special educational needs of hearing impaired learners. Educators often feel that they are obliged to implement policies, such as inclusion of all learners, about which they were not consulted. They do not have a clear understanding of the demands of changes they must implement and lack adequate time to prepare for the implementation. Many mainstream educators lack confidence in their own abilities to teach learners with diverse needs. They fear failure, and are concerned about the educational needs of the "normal" learners in the inclusive classroom. Educators' perceptions are also influenced by the availability of sufficient support and resources and the amount of time required of the educator to address the special educational needs of the diversity of learners. Lack of knowledge and experience of exceptional children, such as the hearing impaired have a negative influence on educators' perceptions of mainstreaming. The study concludes with the findings from the qualitative research and the literature review and the following recommendations were made: • In-service and pre-service training courses in special education must be offered at all educator training institutions. • The development of both the curriculum and the school must include a variety of strategies to facilitate the learning and teaching of all learners.

Over the last decade, practice ethics in adult education has become an increasingly visible topic of interest and concern in the literature of the field. However, relatively little research has been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden the empirical data base within the field and provide further insight into the area of practice ethics. The purpose of the study was to examine the views of adult educators in British Columbia about the need for a code of ethics for the field of adult education and to identify the issues, concerns and dilemmas experienced by them. The study is an approximate replication of a 1991 study by McDonald in the state of Indiana. Using survey methodology, three groups of adult education practitioners (N = 460) received a mailed questionnaire that included items related to the study topic and demographic characteristics. A 60% return rate was achieved. The major findings generated by this study confirm positive practitioner views about codes of ethics and support the findings reported in the Indiana study. The findings of this study include: • The majority of adult educators surveyed believe there should be a code of ethics for the field of adult education. • Less than a majority of adult educators surveyed knew of the existence of, or were currently operating under, a code of ethics. • The majority of adult educators surveyed indicated an overall positive view about the general functions of a code of ethics. • Issues related to the learner are most frequently cited as needing to be addressed in a code of ethics for the field of adult education. • The professional association was the most frequently identified organization that adult educators believe should create, disseminate and enforce a code of ethics. • The majority of adult educators either disagree or are unsure about the regulating function of a code of ethics. • The majority of adult educators surveyed cited examples of ethical issues/concerns/dilemmas from their practice settings. • The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and learner/adult educator relationship issues. Historically, the debate about the need for a code of ethics for the field of adult education has been focused within the academic community. This study contributes a practitioner perspective to the ongoing debate. The strong message conveyed by British Columbia adult educators about the need for a code of ethics also clearly reflects the growing trend of code development by professional associations in Canada and the United States. Continued emphasis on educational efforts to address the issues arising from this study and further research in the area of practice ethics are suggested.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.