This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C =.-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs. WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted.

The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective. / Department of Elementary Education

There has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. Results indicated that using an application on an iPad to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts. Participants in both study one and study two demonstrated mastery of task performance using the iPad application. In study one, three of the four participants faded the use of prompts, whereas only one of the three participants demonstrated independence in study two. Implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In summary, future and more extensive studies are needed to continue to increase the understanding of assessment, diagnosis, instruction, and assistive technology (AT) options for individuals with written language disorders.

The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.

The aim of this action research was to investigate how auditory perceptual deficits affect reading in learners with disabilities. The sub-questions were: What auditory perceptual deficits learners’ experience? How do educators assist learners with auditory perceptual deficits? What instructional strategies and classroom management can educators apply to assist learners with auditory perceptual skills? The data collections comprised of an informal oral assessment, observation and anecdotal notes with fifteen participants with barriers to learning, from the English first year class, within a special needs educational setting. Data analysis and validity were supported by triangulation through informal assessment, observation, my critical friend and my own critical reflection. The support of phonologic, memory, and cohesion skills, auditory skills were the reading educational construct and strategies used as intervention in order to identify the efficacy of said interventions. Both bottom-up and top-down support strategies were used in relation to the participants’ individualised educational needs. The research results and discussion included methods to improve reading and listening skills in the classroom environment. / Inclusive Education / M. Ed. (Inclusive Education)

Abstracts in English, Tswana, Venda and Tsonga / The study explored the significance of educator’s assessment practices for learners who experience barriers to learning within the senior phase in Tshwane North District. The goal of the study was to explore the challenges that affect educators’ assessment practices for learners experiencing barriers to learning within Senior Phase. The study used the conceptual system based on the framework recommended by Hargreaves, Earl, and Schmidt (2002). The framework comprised four viewpoints which incorporate technological, cultural, political, and post-modern measurements. The model is exceptionally accommodating in explaining and justifying educator’s assessment practices. A phenomenological case study design was adopted in this study. Qualitative data collection instruments were used to gather data. The participants included 4 educators, 4 Deputy Principals, 4 Institutional Level Support Team (ILST) Coordinators, and 4 School Assessment Team (SAT) Coordinators. In addition, the other participants from District Office included the Head of District Assessment Team (DAT) and the Head of the District Level Support Team (DLST). Content analysis was utilised to dissect the data which was gathered in the study. The study revealed various barriers that hinder assessment practices when assessing learners experiencing barriers to learning. Amongst others overcrowding, non-availability of resources, lack of training of educators in assessing learners experiencing barriers to learning, insufficient parental involvement, insufficient support from the ILST and the DLST emerged as factors which negatively affected educators’ assessment practices in inclusive education classrooms. The results in this study resulted in the development of a Comprehensive Inclusive Classroom Assessment Model (CICAM) for Senior Phase secondary school educators in Tshwane North District. The researcher developed a model which responds to the needs of learners experiencing barriers to learning so that their pedagogical and assessment needs are catered for adequately. The model showed the convergence of different stakeholders which are required on board for inclusive education assessment experience for educators and learners to be effective and efficient as well. It was recommended that inclusive assessment practices should be flexible and provide tailor-made assessment practices which accommodate all learners despite their diversity. In this regard it was further recommended that assessment in inclusive classrooms should be adapted to ensure that assessment practices address the pedagogical and psychological needs of all learners in the classroom. The researcher believes that legitimate and adequate training can provide educators with clarity around what is anticipated of when assessing learners who experience barriers to learning. One of the recommendations is that teacher development and an ongoing support from the Department of Basic Education (DBE) needs to become a priority. / Thutopatlisiso e lebeletse bomaleba jwa ditiragatso tsa tlhatlhobo tsa barutabana malebana le barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane, mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Maikemisetso a thutopatlisiso e ne e le go lebelela dikgwetlho tse di amang ditiragatso tsa tlhatlhobo tsa barutababa ba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane. Thutopatlisiso e dirisitse tsamaiso ya dikakanyo, e e ikaegileng ka letlhomeo le le atlenegisitsweng ke Hargreaves, Earl le Schmidt (2002). Letlhomeso le na le dintlhapono di le nne, tse di akaretsang ditekanyetso tsa thekenoloji, setso, sepolotiki le morago ga sejwalejwale. Sekao se mosola thata mo go tlhaloseng le go amogela ditiragatso tsa tlhatlhobo tsa morutabana. Go dirisitswe thadiso ya thutopatlisiso ya kgetse ya ditiragalo mo thutopatlisisong eno. Go dirisitswe didiriswa tsa kokoanyo ya data tsa molebo o o lebelelang mabaka go kokoanya data. Banni-le-seabe ba akareditse barutabana ba le 4, batlatsabagokgo ba le 4, bagokaganyi ba setlhophatshegetso sa legato la setheo (ILST) ba le 4 le bagokaganyi ba setlhopha sa tlhatlhobo sa sekolo (SAT) ba le 4. Go tlaleletsa, go nnile le banni-le-seabe ba ba tlhophilweng go tswa kwa Kantorong ya Kgaolo, go akarediwa Tlhogo ya Setlhopha sa Tlhatlhobo sa Kgaolo (DAT) le Tlhogo ya Setlhophatshegetso sa Legato la Kgaolo (DLST). Go dirisitswe tokololo ya diteng go lokolola data e e kokoantsweng mo thutopatlisisong. Thutopatlisiso e senotse dikgoreletsi di le mmalwa tse di kgoreletsang ditiragatso tsa tlhatlhobo fa go tlhatlhobiwa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Mo thutopatlisisong, go tlhageletse gore go tlala go feta tekano, go tlhokega ga ditlamelo, tlhaelo ya katiso ya barutabana ya tlhatlhobo ya barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, go se nne le seabe go go lekaneng ga batsadi, le go se nne le tshegetso e e lekaneng go tswa go ILST le DLST ke dintlha dingwe tse di amang ditiragatso tsa tlhatlhobo tsa barutabana ka tsela e e sa siamang mo diphaposiborutelong tsa thuto tse di akaretsang botlhe. Dipholo tsa thutopatlisiso eno di dirile gore go tlhamiwe sekao se se akaretsang sa tlhatlhobo ya phaposiborutelo e e akaretsang botlhe (CICAM) go dirisiwa ke barutabana ba Legato le Legolwane mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Mmatlisisi o tlhamile sekao se se tsamaelanang le ditlhokego tsa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, gore ditlhokego tsa bona tsa thuto le tlhatlhobo di kgotsofadiwe mo go lekaneng. Sekao se bontshitse go kopana ga baamegi ba ba farologaneng, ba ba tlhokegang gore maitemogelo a tlhatlhobo ya thuto e e akaretsang botlhe e nne bokgoni le nonofo mo barutabaneng le mo barutwaneng. Go atlenegisitswe gore ditiragatso tsa tlhatlhobo e e akaretsang botlhe e tshwanetse go obega mme e tlamele ka ditiragatso tsa tlhatlhobo tse di diretsweng lebaka tse di tlaa amogelang barutwana, go sa kgathalesege dipharologano tsa bona. Mo ntlheng eno, go atlenegisitswe gape gore tlhatlhobo mo diphaposiborutelong tse di akaretsang botlhe e tshwanetse go fetolwa go netefata gore ditiragatso tsa tlhatlhobo di samagana le ditlhokego tsa thuto le tsa seemo sa tlhaloganyo tsa barutwana botlhe mo phaposiborutelong. Mmatlisisi o dumela gore katiso ya boamaaruri le e e lekaneng e ka sedimosa barutabana malebana le se ba tshwanetseng go se solofela fa ba tlhatlhoba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Nngwe ya dikatlenegiso ke gore katiso ya barutabana le tlamelo ya tshegetso e e tswelelang pele go tswa kwa Lefapheng la Thuto ya Motheo (DBE) e nne setlapele. / Ngudo yo wanulusa ndeme ya nyito dza ndingo dza vhadededzi zwi tshi ya kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha, zwikoloni zwa sekondari Tshiṱirikini tsha Tshwane Devhula. Tshipikwa tsha ngudo ho vha u wanulusa khaedu dzine dza kwama nyito dza ndingo dza vhadededzi kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha. Ṱhoḓisiso yo shumisa sisiṱeme ya muṱalukanyo, yo ḓisendekaho nga furemiweke yo themendelwaho nga Vho Hargreaves, Earl na Schmidt (2002). Furemiweke yo bveledza mbonalo nṋa, dzine dza katela thekhinoḽodzhi, mvelele, poḽotiki, maga a nga murahu ha zwino. Tshiedziswa tshi shumiswa nga maanḓa kha u ṱalutshedza na u khwaṱhisedza nyito dza ndingo dza vhadededzi. Ho shumiswa maitele a zwiitei kha ngudo heyi. Zwishumiswa zwa u kuvhanganya data ya khwaḽithethivi zwo shumiswa u kuvhanganya data. Vhadzheneli hu katelwa vhadededzi vhaṋa, vhathusa ṱhoho dza zwikolo vhaṋa, vhapfananyi vhaṋa vha thimu ya thikhedzo kha ḽeveḽe ya tshiimiswa (ILST) na vhapfananyi vhaṋa vha thimu ya ndingo ya tshikolo (SAT). U ḓadzisa kha zwenezwo, ho vha na vhadzheneli vho nangwaho u bva Ofisini ya Tshiṱiriki, hu tshi katelwa Ṱhoho ya Thimu ya Ndingo dza Tshiṱiriki (DAT) na Ṱhoho ya Thimu ya Thikhedzo kha Ḽeveḽe ya Tshiṱiriki (DLST). Ho shumiswa musaukanyo wa maṅwalo u khethekanya data yo kuvhanganyiwaho kha ngudo iyi. Ṱhoḓisiso yo wanulusa uri zwithivheli zwinzhi zwine zwa thivhela nyito dza ndingo musi hu tshi khou lingiwa vhagudiswa vhane vha tshenzhela zwithivheli kha u guda. Kha ngudo, ho wanuluswa uri u ḓalesa, u sa wanala ha zwishumiswa, u shaya vhugudisi kha vhadededzi kha u linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, u sa ḓidzhenisa lwo linganaho nga vhabebi, na u sa wana thikhedzo yo fhelelaho kha ILST na DLST ndi zwiṅwe zwiṱaluli zwe zwa kwama lu si lwa vhuḓi nyito dza ndingo dza vhadededzi kiḽasini ya pfunzo yo katelaho vhagudiswa vhoṱhe. Mvelelo kha ngudo heyi dzo bveledza mveledziso ya tshiedziswa tsho fhelelaho tsha ndingo ya kiḽasi yo katelaho vhagudiswa vhoṱhe (CICAM) kha Vhuimo ha Nṱha, vhadededzi vha tshikolo tsha sekondari Tshiṱirikini tsha Tshwane Devhula. Muṱoḓisisi o bveledza tshiedziswa tshine tsha fhindula kha ṱhoḓea dza vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, uri ṱhoḓea dzavho dza u funza na dza ndingo dzi katelwe nga nḓila yo teaho. Tshiedziswa tshi sumbedza u ṱanganelana ha vhadzhiamukovhe vho fhambanaho, hune ha ṱoḓea kha tshenzhelo ya pfunzo ya ndingo yo katelaho vhagudiswa vhoṱhe u vha yo teaho na u kona kha vhadededzi na vhagudiswa. Ho themendelwa uri nyito ya ndingo yo katelaho vhagudiswa vhoṱhe i tea u konisa na u ṋetshedza nyito dza ndingo dzo itelwaho ṱhoḓea dzine dza ḓo katela vhagudiswa vhoṱhe, zwi si na ndavha na u fhambana havho. Kha heḽi sia, ho dovha ha themendelwa hu tshi iswa phanḓa uri ndingo kha kiḽasi yo katelaho vhagudiswa vhoṱhe i fanela u khwiniswa u vhona zwauri nyito dza ndingo dzi khou fhindula ṱhoḓea dza u funza na dza muhumbulo kha vhana vhoṱhe vha re kiḽasini. Muṱoḓisisi u tenda kha uri u khwaṱha na vhugudisi ho teaho zwi nga ṋetshedza vhadededzi u vha khagala kha zwine zwa tea u lavhelelwa musi vha tshi linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. Iṅwe ya themendelo ndi ya uri mveledziso ya mudededzi na mbetshelo ya thikhedzo i yaho phanḓa u bva kha Muhasho wa Pfunzo ya Mutheo (DBE) zwi fanela u dzhielwa nṱha. / Ndzavisiso wu valange vutivikani bya maendlelo ya makambelelo ya vadyondzisi hi mayelana na vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla, eswikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Xikongomelokulu xa ndzavisiso lowu a ku ri ku valanga mitlhontlho leyi yi khumbaka maendlelo ya makambelelo ya vadyondzisi ya vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla. Ndzavisiso lowu wu tirhise sisiteme ya xinongoti, leyi simekiweke eka rimba leri bumabumeriweke hi Hargreaves, Earl na Schmidt (2002). Rimba leri ri vumbiwa hi mune wa mavonelo, lama ya katsaka mipimo ya swa thekinoloji, swa mfuwo, swa tipolitiki na swa le ndzhaku ka ximanguvalawa. Modlolo lowu wu pfuna hi ndlela ya kahle swinene eka ku hlamusela na ku tiyisisa maendlelo ya makambelelo ya vadyondzisi. Dizayini ya ndzavisiso wa mhaka ya ntivomichumu yi amukeriwile eka ndzavisiso lowu. Switirho swa nhlengeleto wa data ya risima swi tirhisiwile eka ku hlengeleta data. Vatekaxiave va katse 4 wa vadyondzisi, 4 wa swandla swa tinhloko ta swikolo, 4 wa vakondleteri va swipano swa nseketelo swa levhele ya nhlangano (ILST) na 4 wa vakondleteri va swipano swa makambelelo ya swikolo (SAT). Hi ku engetela, a ku ri na vatekaxiave kusuka eka Hofisi ya Xifundzatsongo, ku katsa na Nhloko ya Xipano xa Makambelelo ya Swifundzatsongo (DAT) na Nhloko ya Xipano xa Nseketelo wa Levhele ya Swifundzatsongo (DLST). Nxopaxopo wa vundzeni wu tirhisiwile eka ku tlhantlha data leyi a yi hlengeletiwile eka ndzavisiso lowu. Ndzavisiso wu paluxe swirhalanganyi swo hambanahambana leswi swi kavanyeteke maendlelo ya makambelelo loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza. Eka ndzavisiso lowu, swi tumbulukile leswaku ku tala kutlula mpimo, nkavukona wa swipfuno, mpfumaleko wa vuleteri bya vadyondzisi eka ku kambela vadyondzisi lava hlanganaka na swirhalanganyi eka ku dyondza, ku khumbeka ka vatswari loku nga ringanelangiki, na nseketelo lowu nga ringanelangiki kusuka eka ILST na DLST a ku ri swin'wana swa swiphemu leswi khumbaka hi ndlela yo homboloka maendlelo ya makambelelo ya vadyondzisi eka tikamara to dyondzela ta dyondzo to katsa hinkwavo. Mivuyelo eka ndzavisiso yi tumbuluxe nhluvukiso wa modlolo wa makambelelo ya kamara ro dyondzela ro katsa hinkwavo ro katsakanya (CICAM) eka Xiyimo xa le Henhla, vadyondzisi va le swikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Mulavisisi u hluvukise modlolo lowu wu angulaka eka swidingo swa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza, ku endlela leswaku swidingo swa vona swa madyondziselo na swa makambelelo swi tirhiwa hi ndlela yo ringanela. Modlolo lowu wu kombe nhlangano wa vakhomaxiave vo hambanahambana, lava va lavekaka eka ntokoto wa makambelelo ya dyondzo yo katsa hinkwavo leswaku yi tirha kahle na ku nga tlangisi swipfuno eka vadyondzisi na vadyondzi. Ku bumabumeriwile leswaku maendlelo ya makambelelo yo katsa hinkwavo ya fanele ku cincacinceka na ku nyika maendlelo ya makambelelo lama endleriweke xikongomelo xolexo lama nga ta amukela vadyondzi hinkwavo, hambiloko ku ri na ku hambana. Eka mhaka leyi, ku tlhele ku bumabumeriwa leswaku makambelelo eka tikamara to dyondzela to katsa hinkwavo ya fanele fambelanisiwa ku tiyisisa leswaku maendlelo ya makambelelo ya tirhana na swidingo swa madyondziselo na swa le miehleketweni swa vadyondzi hinkwavo lava nga ekamareni ro dyondzela. Mulavisisi u kholwa leswaku vuleteri lebyi amukelekaka na ku va byo ringanela byi nga kota ku nyika vadyondzisi ntwisiso hi mayelana na leswi swi faneleke ku languteriwa loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka dyondza. Xin'wana xa swibumabumelo hi leswaku nhluvukiso wa vadyondzisi na ku nyikiwa ka nseketelo lowu yaka emahlweni kusuka eka Ndzawulo ya Dyondzo ya Masungulo (DBE) swi fanele ku rhangisiwa emahlweni. / Inclusive Education / D. Ed. (Inclusive Education)