Dissertation (M.M.)--The University of North Carolina at Greensboro, 2009. / Directed by Alejandro Rutty; submitted to the School of Music. Title from PDF t.p. (viewed May 7, 2010). Includes bibliographical references (p. 37-39).

Thesis (M.Arch.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, Appril 30, 1992. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1999. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

Submitted in fulfilment of the requirements for the degree DOCTOR of EDUCATION In the Department of Educational Psychology & Special Education of the Faculty of Education at the UNIVERSITY OF ZULULAND, 2005. / In recent years inclusive education has risen to prominence internationally. The issue of inclusion is essentially the relocation of learners, resources and expertise into an equally comprehensive, regular education system. However, in countries such as South Africa, the issue of inclusion entails extension and development, such that the limited educational provision already available can begin to include a wider range of leamers (Engelbrecht, Green, Naicker, & Engelbrecht, 1999: 26; Swart, Engelbrecht, Eloff & Pettipher, 2002:175). The discussion of inclusive education thus takes place within the rights discourse and has as its basis South Africa's new democratic constitution (Engelbrecht, Green, Naicker & Engelbrecht, 1999: 26). Schools are meant to be a reflection of a democratic society in which all members are accepted and diversity is celebrated. Educators will need to work in partnership with parents, leamers, other educators, resource centers and community-based organizations in order to successfully implement inclusive education (Campher, 2003:53; Corbett, 2001:118). Hearing impaired leamers constitute an integral part of the group of leamers who were labelled disabled and who were taught in separate, special schools. The South African Schools Act, No. 84 of 1996 which was passed in November 1996 states that •... a public school must admit learners and serve their education requirements without unfairly discriminating in any way" (RSA, 1996:6). This means that mainstream public schools may be legally obliged to provide for learners with special educational needs, and thus also hearing impaired leamers. 2 The principles and values contained in the new constitution of South Africa (1996) and in the White Paper on Education and Training (Department of Education, 1995) acknowledge that education should be accessible and all learners are to be given the opportunity to participate in a common education curriculum (Mowes, 2002:47; Oswald, Ackermann & Engelbrecht, 2000:307).

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Thesis (M. Soc. Sc.)--University of Hong Kong, 1993. / Includes bibliographical references.