Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2734.

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008. / "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education Culture, Curriculum, and Change." Includes bibliographical references (p. 134-144).

Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 114-119.

M.A. / The inclusive education model was explained in a South African perspective with, reference made to race, class, and gender. This was in line with the past experiences that emerged in our country. Separate learning opportunities were introduced. This was seen as discrimination against those with disabilities, who have been labeled as having learning barriers and placed in special settings. Engelbrecht and Green (2001) indicated that South African education was moving away from a special education towards a policy of inclusion. This was reflected in the National Education policy development since 1994, and was strongly supported by parent bodies such as the Disability Desk of the Office of the Deputy State President, the Disability Movement, the new South African School Act, as well as the policy on Outcome Based Education and Curriculum, 2005. As inclusive practices were implemented, attitudinal barriers, especially among teachers, have been explored. The primary findings were that teachers agreed in principle with the goals of inclusion, but many felt unprepared to work in inclusive settings (Matsropieri and Scruggs, 2000). Engelbrecht (1999) was of the opinion that teachers may need to be trained on how to identify and address special educational needs, as well as developing a critical understanding of common stereotypes and prejudices related to disability, and reflect on how these have influenced their own attitudes. If all the above can be achieved, teachers could be in a position to work as change agents who can influence the attitudes of the school community towards learners with disabilities. The aim of the study was to explore the dilemmas teachers were faced with in implementing the inclusion programme in mainstream schools around Daveyton, with the intention of determining the extent to which the inclusion programme objectives were implemented.

No description available.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Richard Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 404-419). Online version of the print edition.

<p>This study analyses the challenges faced by adult educators in reducing illiteracy among adult above twenty years of age in the Eastern Cape. The focal point is on ascertaining why there is an increase in the percentage of illiteracy in the province despite a slight decrease in other provinces. Most importantly is the determination of the significant role played by adult educators. A qualitative approach is employed to pursue the aims of the study. Data is collected using semi-structured interviews. The study has shown that lack of monitoring and supervision by ABET administrators, lack of resources for skills development and language of instruction, all contribute to the increase in illiteracy rate in the Province. For administrators of adult learning programmes it is suggested that they become more familiar with operations at Adult Learning Centres and provide training including technical where appropriate. Designers of curriculum should select curriculum resources appropriate to adult learners. Providers of direct support to adult learners should ensure that training is provided on an ongoing basis. This training should focus on teaching methods and learning approaches (pedagogy) as well as the effective use of ABET learning and teaching guides.</p>

<p>This study analyses the challenges faced by adult educators in reducing illiteracy among adult above twenty years of age in the Eastern Cape. The focal point is on ascertaining why there is an increase in the percentage of illiteracy in the province despite a slight decrease in other provinces. Most importantly is the determination of the significant role played by adult educators. A qualitative approach is employed to pursue the aims of the study. Data is collected using semi-structured interviews. The study has shown that lack of monitoring and supervision by ABET administrators, lack of resources for skills development and language of instruction, all contribute to the increase in illiteracy rate in the Province. For administrators of adult learning programmes it is suggested that they become more familiar with operations at Adult Learning Centres and provide training including technical where appropriate. Designers of curriculum should select curriculum resources appropriate to adult learners. Providers of direct support to adult learners should ensure that training is provided on an ongoing basis. This training should focus on teaching methods and learning approaches (pedagogy) as well as the effective use of ABET learning and teaching guides.</p>

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Bibliography: leaves 155-184. Available online via the Internet.

Published also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 127-135.