All inclusive travel has become a popular way to travel abroad. When tourists pay for everything in advance their need for contact with the local people will be reduced. The consequences of this can be dissatisfaction from the local people as they are left out and do not share the financial benefits created by tourism. During the purchasing cycle of an all inclusive travel, it is possible that the tour operator can influence a sustainable development. The aim of this paper is to compare how a large and a small tour operator in their purchase of all inclusive holidays interacts with local players to create sustainable development, thereby creating a surplus value to the customer. The hypothesis is that the amount of knowledge and application of this knowledge regarding sustainable development differs in the purchase process between large and small tour operators. This paper was carried out as a case study. We conducted two deep interviews with the chosen tour operators Fritidsresor and PolarQuest. We came to our conclusion by analyzing the answers from the two tour operators and comparing them to the chosen theories. We found that Fritidsresor, as a large tour operator, has knowledge of sustainable development. However they do not use this knowledge in their purchase of all inclusive travels. Nor do they interact with local players to create surplus value to the customer. PolarQuest on the other hand succeed to create sustainable development by interaction with local players. The exchange of knowledge and information between the parties create surplus value for the customer. This conclusion confirms our hypothesis.

In this qualitative study the experience of a young woman with an intellectual disability (ID) auditing a university course was explored from multiple perspectives. This young woman audited a curriculum course in a one-year, after-degree Teacher Education program at an Ontario university. The purpose of this study was to explore the meaning of this experience for the student, her classmates, and her curriculum course instructor. Data were collected at the University from observations of the curriculum course and from interviews with the participants. As well, observations were made at a community-based program that prepares adults with ID to take part in inclusive post-secondary education (IPSE) to provide a description of the preparation of these adults for university experiences. The focal participant attended this program for four months prior to auditing the University course. Data from interviews with the classmates and the course instructor elicited both positive and negative responses concerning their experiences in the inclusive class. Positive responses include seeing inclusion in practice and coming to know the focal participant on a personal level. Negative responses concern whether or not a curriculum class was the right fit for the focal participant. Interview data from the focal participant show that she overwhelmingly enjoyed her experience auditing the Education course. She saw the interaction with same-age peers as a chance to socialize with these peers and as an opportunity to learn about being independent. / Thesis (Master, Education) -- Queen's University, 2010-08-20 15:53:32.108

This study used ethnographic research methodology to examine the process of including children with special needs in a regular split grade 4/5 classroom. Participant observation was conducted over a ten month period. In-depth interviews were held with students, parents, regular classroom teachers, special educators, and administrators. Other sources of data included documents collected in the field, notes from informal discussions, videotapes, diagrams, and photographs. The thesis provides rich description and detailed analysis of the processes and supports used to address the diverse needs of aft of the children in the class. Among the findings: (a) participants' definitions of integration had an effect on the process of addressing the diverse needs of all of the children in the regular classroom, (b) the characteristics of the teacher and the strategies he employed were seen as critical to the success of this integration effort, and (c) reallocation of personnel and resources and provision for scheduled collaborative sessions for teachers were considered to be desirable adjustments to further balance the integration effort and to better fit resources and personnel to the people and area of greatest need. The goal of this study was to provide a richly detailed, comprehensive portrait of the integration process which can serve as a medium through which regular classroom teachers can familiarize themselves with the issues surrounding integration, anticipate problem areas and areas of strength, and plan strategies for success.

<p>The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour.</p>

<p>This study investigated the challenges of implementing inclusive education in one Khayelitsha mainstream school. The key objectives of this study were to determine which aspects of implementation have worked well in the school and which have not, while exploring the underlying reasons in each case.</p>

This study assessed and described the self-concept of adolescents with physically disabilities in inclusive secondary schools, in Lagos state, Nigeria. Both quantitative and qualitative research methods were employed to generate information and to answer the critical questions posed for this study. The choice of methodological triangulation was based on the complex nature of self-concept and the philosophical perception of "self", especially as it relates to the Nigerian cultural society. The instruments used to collect data, were the Self-Concept Scale (SCS), which measured the respondents' self-concept from the perspective of others' judgement of them and the Student Problem Inventory (SPI), which measured the respondents' self-concept from the perspective of their own judgements of themselves. Academic Achievement (ACA) obtained from the students academic records was used to determine the relationship between academic achievement and self-concept. Semi-Structured Interviews and Observations were used to obtain complementary data, and to further assess the elements of the self-concept, which were not assessed on SCS and SPI. The purpose of interview was also to allow the physically disabled to tell their stories which expressed the development of their self-concept overtime. Results of the study revealed that the physically disabled description of their self-concept is low or negative. It was found that many factors influenced their negative self-concept, which includes the attitudes of the society towards the disabled, their socio-economic status, their schooling condition and above all the way in which they internalised these actions and reactions from their environment. Results also revealed no gender differences in self-concept. Statistically significant relationship was however found between academic achievement and the self-concept. A statistically significant relationship was also found between respondents' personal problems and their academic achievement. Respondents with positive perception of school had high self-concept and those with negative perception of school had low or negative self-concept. It was suggested that researchers should create more interest in the study of physically disabled students, particularly those in inclusive secondary schools and more concern should be shown to the investigation of other factors that could affect the behaviour of this group of disabled. It was also recommended that the Lagos state government should become more concerned and serious about the education of the physically disabled in Lagos state. It is apparent that with proper policy decisions, the disabled students' condition could improve and their self-concept enhanced. This would result to positive adjustment and consequently fully functioning individuals that are ready to contribute positively to nation building. / Thesis (Ph.D.) - University of Durban-Westville, 2003.

The last decade has seen enormous transformation in public schools in South Africa. One of the greatest changes is the increase in the diversity in the classroom. Since 2000, education policies emphasize the development of quality education in inclusive settings meeting the needs of all learners. The concept of inclusive education places emphasis on changing the system rather than the child, thereby requiring transformation of traditional approaches to teaching and learning. The factor that has the greatest impact on diversity is the movement towards including learners experiencing barriers to learning and development in the general education classroom in mainstream settings. This study is an attempt to explore and describe the experiences of grade 6 learners, particularly with reading difficulties, and the challenges faced by them in being included in the inclusive classrooms. A qualitative approach was employed in conducting this research. Purposive sampling was used to select participants. The data was obtained by means of unstructured interviews from individual learners. The recorded interviews were then transcribed and analyzed. The findings indicate that learners encountered negative and positive experiences and that it is important to listen to the often 'hidden' voices of learners experiencing barriers to learning and development. Therefore it is important for both educators and all learners to value differences in an inclusive classroom in order to accept and promote learning for the learners with barriers to learning and development. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

The present study focuses on the investigation of the influence of teaching facilities and teacher training on the attitudes of educators towards the implementation of inclusive education. As a result of South Africa's particular history of inequalities and discrimination, and the context recent rapid social changes, most schools do not even have basic resources and are experiencing a serious breakdown in the culture of learning. These factors are viewed as part of the major challenges to educators and the policy of inclusion. If these factors are not addressed, they act as major barriers to learning and development, thereby resulting in the exclusion of many learners. The right of all learners to basic education is underwritten by the policy of inclusive education. Attainment of an educational right, therefore, focuses on the need to ensure that all learners, including learners with special educational needs (LSEN), are able to access equitable educational opportunities that will allow them to achieve to their potential. Inclusive education constitutes a challenge to the education system as a whole and in particular to educators in mainstream classrooms. The educators in South African schools are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum. Teachers are expected to have the knowledge and skills to accommodate a range of diversity among learners. In international literature, it has been found that positive attitudes in educators towards inclusive education, play an important role in the successful implementation of an inclusive educational policy. From the literature, it becomes clear that, should educator's attitudes towards inclusion be negative, their teaching abilities in the inclusive classroom will be negatively affected. In order to achieve the goal of this study, a survey questionnaire which was completed by fifty educators (White and African) was conducted. The researcher was able to determine the influence of teaching facilities and teacher training on the attitudes of primary school educators towards implementation of inclusive education. From analysis of the data, it became apparent that these primary school educator's attitude was largely positive but they felt incompetent because of their lack of knowledge and skills, and because of the lack of teaching facilities and resources. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.

The purpose of this study is to determine and explain the problems faced by educators teaching learners experiencing learning problems in mixed ability classes. A qualitative research technique, which aimed at studying educators in their natural settings , was used. To achieve this aim the study was conceived as a case study of grade one educators from three Primary Schools at Mpophomeni Township. A self-designed interview schedule that was supplemented by observation schedule was used to collect data. The interview schedule included questions relating to mixed ability classes, learners with learning problems, outcomes based education, problems experienced by educators in their classroom practices and the ways of coping with such problems. School, educator and classroom resource profiles were also used in the study to gather information that might be useful in the discussion of the findings. The research sites were three Primary Schools at Mpophomeni Township. In these schools there were eleven grade one educators who formed the population from which a sample of six educators was randomly selected. Three of the six educators who formed the sample were interviewed and observed while the other three were only interviewed. Interviews were tape-recorded and transcribed for data analysis, which was done descriptively. The findings of the study revealed that educators had problems when they were dealing with the content, assignments, assessment and resources and when they discipline learners. It also revealed that most of the problems were due to the introduction of curriculum 2005 in grade one in 1998, and the fact that educators were not trained to teach learners experiencing learning barriers. The study concluded that insufficient in-service training and the introduction of curriculum 2005 were the main causes of educators' problems, and a call to recontextualise the learning environment, which includes educators and the context in which they teach, was made. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2001.

In the past learners with disabilities have experienced severe forms of discrimination, isolation and separation. They were perceived as persons with deficits and in need of help. They were separated from society as they were considered to be inadequate people. The discriminative practices against learners with disabilities and the doctrines of apartheid that contributed to discrimination and separation on racial differences resulted in learners with disabilities being doubly handicapped. The discrimination against learners with disabilities is largely the result of adherence to the medical model and deficit theory to disability. However, the current trends which support the social rights theory and ecological systems theory to disability which are consistent with the Constitution and its Bill of Rights, adopts an inclusive approach and promotes equal rights and equal opportunity to all people, including learners with disabilities. This commits schools to enrolling learners with disabilities and providing equal education opportunities for them. To provide a meaningful educational experience for all learners, education structures need to be enabled, and attitudes, teaching and learning methodologies, and the curriculum changed to reflect inclusive values. Furthermore, Education White Paper 6 (DoE, 2001) clearly states that classroom educators are the primary resource for achieving the goal of inclusive education. This implies that educators will need to be empowered to change their attitudes, refine their teaching practice and where necessary, develop new ones. Hence, this study aims to explore the teaching practices of special needs educators in the context of building an inclusive education system. A qualitative case study approach was adopted in this study, whereby six participants who were teaching at special schools were interviewed using a semi-structured interview schedule, exploring their day to day teaching practices. The findings reveal that the teaching practices of special needs educators are in line with inclusive practices that could benefit mainstream educators. Special needs educators adjust and adapt their teaching practice to accommodate and address the diverse needs of all the learners so that each individual learner receives a learning experience that "fits". However, acknowledgement and recommendations are made with regard to the challenges encountered when adapting teaching practices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.