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The study investigated Black educators' readiness for the management of inclusive education in rural and township primary schools. It is a questionnaire-based field study employing basic descriptive statistics as well as qualitative analyses. It set out two aims: (1) to determined Black primary school educators' level of knowledge about inclusive education; and (2) to determine the attitude of Black primary school educators towards inclusive education. The sample for the study comprised 100 randomly selected Black primary school educators drawn from two randomly selected educational regions of KwaZulu-Natal. The study was guided by two hypotheses relating to Black educators: (1) Educators in rural and township primary schools are unable to meet the intellectual and socio-emotional needs of disabled learners; and (2) Educators in rural and township primary schools have a negative attitude towards inclusive education. The first hypothesis was confirmed, supported mainly by the finding that 97% of the sample indicated that they needed to know more about inclusive education before deciding to teach in it, and the finding that 65% would like to teach in inclusive education, but felt incompetent. The second hypothesis was rejected. The attitude of the educators was largely positive, supported by the following findings: 75% of the sample preferred to be engaged in inclusive education; 81% were confident that inclusive education would benefit learners with mild-to-moderate disabilities; only 2% was not interested in, and did not wish to know more about inclusive education; only 16% was not prepared to give extra attention that disabled children required; and 81% percent were confident that inclusive education would benefit learners with mild-to-moderate disabilities. Some recommendations are made in the light of the findings. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

This research focuses on pupils with special needs in mainstream schools. It is concerned with how their identities and experiences are constructed at a formal level, within official documents, and informally, in the way the pupils are talked about. A Foucauldian perspective provided the framework for analysing formal and informal discourses and the power/knowledge relations these contain. Formal SEN discourses were examined by analysing the Warnock and HMI reports and earlier official documents. At an informal level, accounts were obtained from eleven pupils with a range of special educational needs and their peers. The pupils were also observed within mainstream classrooms and playgrounds. The pupils' accounts challenged the appropriateness of conventional binary divisions, for example disabled/able-bodied; integrated/segregated, for understanding the identities and experiences of pupils with SEN. The data suggest a much more continuous process of construction, characterised by oscillations, uncertainties and ambivalences and by resistance from the pupils with SEN. A number of implications for the placement of pupils with special educational needs in mainstream schools are considered. These relate to how schools might build on mainstream pupils' existing understanding of disability and ensure that integration is a positive experience for all.

Thesis (M.Ed. (Literacy and Language))--University of South Australia, 1995.

Thesis (M.Ed.)--University of Waikato, 2007. / Title from PDF cover (viewed March 17, 2008) Includes bibliographical references (p. 181-198)

Zugl.: Kassel, Univ., Diss., 2007

Thesis (D.Phil.)--University of Oxford, 2008. / Supervisor: Dr Cathie Lloyd. Bibliography: leaves 273-294.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Frances P. Connor. Dissertation Committee: Thurston A. Atkins. Bibliography: leaves 163-189.