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Roles and expectations in inclusion /Lomurno, Maryellen. January 2005 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
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An investigation of the effectiveness and perceptions of middle school inclusion programs /McKeown, Maria S. January 1900 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
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The clinical relevance of an assessment protocol administered on children with cochlear implantsYiallitsis, Katerina. January 2006 (has links)
Thesis (M. Communication Pathology)--University of Pretoria, 2006. / Summary in English and Afrikaans. Includes bibliographical references.
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Teaching children with autism to read in an inclusive setting meeting the needs of all students /Brenenstuhl, Heidi Anne. January 2007 (has links)
Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains ix, 134 p. Includes bibliographical references.
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Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: a case study of Mthatha district, Eastern Cape, South AfricaBello, Aishatu Haruna January 2012 (has links)
This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.
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Training and support provided to mainstream educators in an inclusive educational settingPersence, Charles Andrew January 2006 (has links)
Mini-thesis submitted in partial fulfillment of the requirements for the
degree of Master of Education (Educational Psychology) in the Department
of Educational Psychology and Special Education at the University of
Zululand, 2006. / Inclusive Education is very much in its infancy stage in South Africa and therefore a lot
of research still needs to be conducted in this area. In an attempt to find answers. many
questions are being asked about this topic.
The present study is one of those attempts. It is an effort to investigate what was provided
in terms of training and support to mainstream educators in an inclusive educational
setting in two schools which participated in the SCOPE Project in the Mpumalanga
Department of Education. These educators were all subjected to a two-week training
programme before commencement of the project. The researcher embarked on a search to
establish whether the educators believed the training and support that they received was
effective.
Various studies. both local and abroad. suggest that training and support are the two
issues that the majority of mainstream educators are most concerned about. when it
comes to the implementation of inclusive education.
The researcher specifically puts aspects like pre-service training. inservice training and
continuous professional development (CPD) under the spotlight. with reference to
training.
With reference to the issue of support. a closer look is taken at classroom support.
professional collaboration and peer support, in order to get a clearer understanding of
what is needed in this regard.
Lastly. the researcher also looked at the skills that can act as a "minimum requirement'·
for the successful implementation of inclusive education in South African schools.
Data were collected through the administration of a questionnaire. The main findings
revealed that the majority of educators believed that the training. support and skills they
received in preparation for the SCOPE were effective.
The results were quite surprising. given the fact that on an international level. Most
educators were still mostly concerned about training and support. the very issues under
scrutiny in present study. This may be due to the fact that the sample was relatively small.
In the same vein the study reveals significant food for thought e.g. integration of preservice
and inservice training programmes, as well as value of continuous professional
development. In addition the researcher identify parental involvement and collaboration
between special and mainstream schools as key focus areas. especially within the South
African context. where the National Department of Education has embarked on a twenty-year roll out plan. for the implementation of inclusive education in all South African
schools.
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Attitudes of Department of Education District officials towards inclusive educationMotala, Rashid Ahmed January 2010 (has links)
Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010. / This study focuses on a vital component of the transformation process on the
South African educational landscape - district based Department of Education
officials. This descriptive research project had three aims. Firstly; the study
determined the nature of the attitudes of Department of Education officials based
at the Pinetown District towards the inclusion of learners with learning difficulties
at mainstream primary schools. Secondly, the study examined the impact of nine
selected demographic characteristics of district based officials on their attitudes
towards inclusion. Lastly, the study determined the degree of concern that district
based Department of Education officials experienced towards 10 selected factors
(eg. large classes, training of educators, curriculum adaptation, extra pay for
teachers, time for teacher planning) in the implementation of inclusive education
at mainstream primary schools.
The research instrument employed in the study was a questionnaire, which was
administered to all eligible Pinetown District based officials. Ultimately, 62
respondents were recognized as the members of the sample in the study.
Quantitative data was analysed using both descriptive and parametric statistics.
Qualitative data was content analysed to discern emerging themes.
The results of the study indicated that Pinetown District based Department of
Education officials generally hold positive attitudes towards the inclusion of
learners with learning difficulties at mainstream primary schools. In addition the
study found that the following five demographic characteristics are significant
predictors of Department of Education district officials positive attitudes towards
the inclusion of learners with learning difficulties at mainstream primary schools -
training in special/inclusive education, contact with people with disabilities,
experience in teaching learners with disabilities, knowledge of White Paper 6
(Department of Education, 2001) and the workstation of the officials. Lastly, the
study concluded that district based Department of Education officials were very
concerned that the 10 factors (eg. teacher workloads, provision of a support
teacher, availability of resources, support of school management teams and the
impact of included learner on the performance on the non-disabled learners)
collectively could impede the successful implementation of inclusive education at
South African schools.
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Educators' perceptions of their educational responsibility towards hearing impaired children in mainstream schoolsVerhoef, Suna Margaretha January 2005 (has links)
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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Meeting People Where They're at: Building an Inclusive Workplace for Disabled PeopleScott, Jillian January 2020 (has links)
The social enterprise ethos of prioritizing people over profits seems to align closely with disability-based organizations and their sister businesses created to provide vocational training and meaningful activity for clients. Rather than create a workplace tailored to a singular disability group, 541 Eatery & Exchange located in Hamilton, Ontario, Canada aims to deliver on the restaurant’s mandate to ‘welcome everyone around the table’ by fostering a work environment, culture and practices that are attuned to the needs of a diverse population of disabled people as one group among a broader community of paid employees and volunteers.
Through an ethnographic case study and interviews a detailed picture of the successes and limitations of this model emerges as the café balances the demands of addressing food insecurity in a socially and economically challenged neighbourhood while simultaneously providing opportunities to develop new capacities, foster new forms of social encounter and work experience for its paid staff and volunteers. As demonstrated by the restaurant, organizing a business around the collective goal of placing people first and meeting them where they’re at – geographically, but also in terms of their physical, mental, and emotional state on the given day – can create a space of care, dignity, and authentic human connection within which to work while addressing the needs of its community members. / Thesis / Master of Arts (MA)
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Inclusive Management in Action: An International Study of Public EngagementOffenbacker, Beth S. 26 July 2010 (has links)
The purpose of this study is to define and apply an engagement framework built upon Inclusive Management theory to examine the practice of participation as understood by administrators, elected officials, NGO leaders and public participation practitioners across multiple countries and to illustrate the framework through three case studies. Specifically, it asks how does Inclusive Management guide us in understanding participation as practiced by managers/leaders with responsibility for this work? It also considers the potential connections between management and participation as demonstrated in the data, and further, it seeks to identify how IM as a theory may be enriched or empirically elaborated as a result of this examination. This research examines the observation of phenomena identified by study participants ordinarily not considered a consequence of efforts that engage the public. Using inclusive management theory, the resulting engagement framework includes clusters of outcomes, continuous events and capacity-building as its core elements. The framework shows inclusive management in action and offers a different way of knowing (Feldman, Khademian, Ingram, & Schneider, 2006; Gomez, Bouty, & Drucker-Godard, 2003; Nicolini, Gherardi, & Yanow, 2003) participation in government decision making than generally is depicted in the public participation literature or characterized anecdotally. The engagement framework also corresponds in several ways to the techniques of dialogue, deliberation and appreciative inquiry. As the data will demonstrate in this dissertation, the engagement framework may draw upon these techniques, and moreover, that the relational, informational and stewardship dimensions of engagement reinforce one another. This dissertation also addresses a longstanding gap in the participation literature, in that it provides strategies that connect management theory and practice with participatory principles. / Ph. D.
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