Global ETD Search

41	An impact analysis of computer assisted instruction on the reading skills of students with disabilities. Reiser, David A. 19 April 2018 (has links) No description available. Educational Leadership Special Education Educational Technology teacher leadership special education single subject research action research students with disabilities computer assisted instruction specialized instruction Individual Education Program IEP reading intervention reading instruction
42	Managing inclusive education in the classroom with reference to the Nkangala region in Mpumalanga Mpya, Gladness Nwacoye 30 November 2007 (has links) In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers. The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes. The conclusion reached is that inclusive education is here to stay so the Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management) Inclusive education Inclusion Barriers to learning Regular classrooms Teacher-competencies Management Teaching and learning strategies Individual Education Plan Assessment Inclusive classrooms 379.2609682
43	Domácí příprava žáků se specifickými poruchami učení / Home preparation of pupils with specific learning disabilities Murinová, Alexandra January 2014 (has links) The thesis addresses the issue of students' home preparation at primary school. The thesis is focused on students with learning disabilities, so in the first chapter of the theoretical part these disabilities are analyzed, describing their etiology and education opportunities in the school education system of the Czech republic. Re-education, as one of the ways through which we can help to eliminate manifestations of specific learning disabilities, is also emphasised. The characteristics of a child of primary school, education maturation, the process of learning and cognitive processes are contained in the second chapter of the thesis. Home preparation, its functions, types and factors are comprised in the third chapter. This chapter also describes the necessity of cooperation between parents and the school. The empirical part provides the description of home preparation of pupils at primary school with specific learning disabilities. The end of the practical part shows us a collection of games, activities and experiences of our respondents, which are enriched with vertified activities, games and recommendations related to the pupils with specific learning disabilities. Keywords: specific learning disabilities, home preparation, homework, re-education, education, school, cognitive processes.
44	Žák s SPU na 1. stupni ZŠ / Pupil with disorder of learning in primary school Šustrová, Eliška January 2012 (has links) This thesis deals with specific learning disabilities on the first level of primary education. The theoretical part is devoted to the definition of the basic concepts, to the etiology of the occurrence of specific learning disabilities and to the classification of their manifestation. It draws up the possibilities of the diagnostics and of the follow-up re-education. It describes the possibilities of educating students with disabilities at basic schools or individually. The practical part of this thesis focuses on exploring the issue of specific learning disabilities on the first level of primary education, namely, in the third and fourth grade. Three case reports whose results most visibly pointed to a problem are also present here.
45	Managing inclusive education in the classroom with reference to the Nkangala region in Mpumalanga Mpya, Gladness Nwacoye 30 November 2007 (has links) In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers. The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes. The conclusion reached is that inclusive education is here to stay so the Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management) Inclusive education Inclusion Barriers to learning Regular classrooms Teacher-competencies Management Teaching and learning strategies Individual Education Plan Assessment Inclusive classrooms 379.2609682
46	Možnosti a rizika inkluze na Zš: případová studie na Zš Horní Stakory / Possibilities and diversification of inclusion at primary school: Case study ZŠ Horní Stakory Matesová, Radka January 2012 (has links) Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.
47	Individuální a skupinová integrace žáků s mentálním postižením v rámci plnění povinné školní docházky / Individual and group integration of mentally handicapped pupils within the framework of compulsory school attendance ŠVEJDOVÁ, Kateřina January 2007 (has links) Problems dealing with individual and group integration of mentally handicapped pupils in terms of fulfilment the compulsory school attendance are very often discussed. In the diploma work I have concentrated on a research of fulfilment the basic conditions of integration and problems that parents and educationalists solve during integration of mentally handicapped pupils into elementary schools. Workers from specially-pedagogical centres for mentally handicapped people, educationalists providing education for integrated pupils and these integrated pupils'parents form together the experimental complex. Following methods and techniques of collecting data were used to reach the aim - the methods of standardized interviews, the methods of inquiry-form researchs and as a complementary method two matter studies. My diploma work could by inspiration for mentally handicapped pupils'parents, common educationalists, special educationalists and authorities of state administration.
48	Die doeltreffendheid van die skoolondersteuningspan binne die inklusiewe onderwysstelsel (Afrikaans) Du Toit, Hendrina Glaudina 19 May 2008 (has links) After the democratic election of 1994, a new and integrated education system was developed in South Africa in accordance with international trends and the stipulations of the South African Bill of Rights with regard to equality, human dignity, basic education and equal access to education. According to the inclusive education system, learners with learning and developmental barriers should be accommodated within the mainstream of education. In order for inclusive education to succeed, a network of support was developed on departmental, provincial, district and school level. At school level, the school-based support team is directly responsible for supporting learners with learning and developmental barriers, educators and parents/caregivers. The effectiveness of these school-based support teams will, eventually, determine the quality of this inclusive education approach. The question which guided this research, is: How effectively does the school-based support team fullfil its function in the teaching and learning of learners with learning and developmental barriers within the framework of inclusive education? A qualitative research design was chosen which is exploratory, descriptive and explanatory. After an initial literature study in which international and national trends in this field were investigated, five primary mainstream schools were selected in the Western Cape according to certain criteria. A pilot study was conducted in another school to refine data collection strategies. Information was then gathered in the five schools by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. In order to evaluate these teams, eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the school-based support teams in the five schools were subsequently assessed and placed in various categories according to a conceptual framework. It was found that the school-based support teams function relatively effectively in most areas. The composition of the teams is effective. However, the teams function ineffectively with regard to the orientation and training of their members, as well as of the teachers and parents/caregivers of learners with learning and developmental barriers / Thesis (PhD (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted Education Leerders Parents Lldb Caregivers Educators Regular schools Effectiveness Iedp Lloh Ouers Fasiliteerder Assistent Klashulp Gewone skole Ontwikkelingshindernisse Class aid Ie Inclusive education Versorgers Specialised learning environment Assistant Facilitator Doeltreffendheid Opvoeders School-based support team Sbst Onderrig Learning Inklusiewe onderwys Io Ioop Skoolondersteuningspan Gespesialiseerde leeromgewing Sos UCTD
49	Žáci se speciálními vzdělávacími potřebami na ZŠ a SŠ: přístup škol a pedagogů k handicapovaným žákům. / Pupils with special educational needs in primary and secondary schools: access schools and teachers to handicapped students. Hamtilová, Martina January 2010 (has links) The thesis deals with access schools and teachers to handicapped students. Theoretical part follows problems of pupils with special educational needs and its legislation, the concept of handicap and disability forms. I characterize from the forms of disability specific learning disorders, brain dysfunction and behavior disorders, cerebral palsy, autism and Asperger syndrome. The last chapter of this part focuses on the conditions, legislation, documents and statistical data in the field of disabled pupils integration. For the practical part I have set several goals: regarding the run of the lesson, teacher access and work of pupils with special educational needs; realize education with handicapped students to obtain my own experience; conduct interviews with teachers, with teacher's assistant, possibly with a special needs teacher in order to obtain an opinion of teaching staff to integrateion and obtain advice for access to pupils with special educational needs; through questionnaires for schools to determine the conditions for integration of handicapped pupils, and finally summarize the recommendations and create a handbook for teachers beginning to work with pupils with special educational needs.
50	Education and the Individual: An Exploration of Enver Hoxha’s Philosophy of Education Akulli, Ksenafo January 2018 (has links) No description available. East European Studies Education Education History Education Philosophy Education Policy Educational Psychology Educational Theory Ethics European History Higher Education Pedagogy Philosophy Political Science Science Education

Search results