Thesis (M.S.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 86-92). Also available on the World Wide Web.

Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 98-103).

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

M.Ed. / Owing to South Africa’s changing socio-political climate post 1994, the educational environment has adapted its policies so as to mirror the nature of society, as reflected in the Constitution. Thus children with disabilities have been included into the mainstream education environment, through the introduction of policies such as The South African Schools Act of 1996 and the Education White Paper 6 of 2001. This paradigm shift within education has been further promoted through inclusion trends throughout the world, which are promoted by way of the Salamanca Statement and similar documents. Inclusive education research has primarily focused on the perceptions of the child with a disability, as well as his or her parents and teachers. Relatively little has focused on the sibling, potentially the only family member to share both the home and school environment with the child with a disability. The purpose of this research is therefore to explore the experiences of the siblings who share the mainstream education environment with a brother or sister with a disability. A qualitative research design was adopted so as to gain thick descriptions from the siblings of children with disabilities. Siblings were asked to take photographs which illustrated activities performed by them and the child with a disability. These were to act as a catalyst for conversation and form the basis of semi-structured interviews. In addition to these primary sources of data, a researcher journal also provided secondary data. Together all sources of data were combined in the constant comparative method of analysis. Through analysis, the data revealed the following: These siblings see the child with a disability for the person they are and not for the disability they experience, however they do not have the same level of acceptance for all children with disabilities. They believe that their sibling with a disability is accepted by peers within the mainstream school environment because of their positive attitude and determined effort made in integrating themselves whole-heartedly within the school environment. Despite this positive experience of their sibling with a disability, like other siblings, they have separate lives at school and thus the child with a disability is dependent upon alternative support provision. Lastly, many of the siblings lacked in-depth information regarding their brother or sister’s disability and often responded to questions with, “I don’t know.”

Magister Educationis - MEd / In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners. The findings indicate that this educator’s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa. / South Africa

Magister Educationis - MEd / 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. / South Africa

No description available.

Submitted in fulfilment of the requirements for the Degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to determine the challenges faced by educators in implementing inclusive education in primary schools in the EThekwini Region of Kwa Zulu Natal. The research methodology was in the form of a qualitative inquiry. Individual interviews of educators were conducted, and a questionnaire was administered to collect data. The results revealed that educators do not show an understanding of inclusive education and are uncertain of their roles. The educators' lack of knowledge, little or no experience, uncertainty about roles, inadequate training in teaching learners with barriers in learning and development result in a high percentage of educators holding negative attitudes towards inclusion of learners with barriers in learning into regular classrooms. The researcher observed that a remarkable number of educators are therefore uncertain about inclusion of learners with barriers in regular classrooms. Based on the views of the educators the researcher concluded that educators attempts are influenced by the tradition of referring learners with barriers in learning and development to outside specialists who assessed, wrote evaluative reports , gave counselling to both learners and their parents, prepared and implemented educational r#ogrammes and provided preventative programmes. The study revealed that teachers need quality comprehensive pre-service and in-service training.

This essay focuses on studying how Swedish authoritys implemented the program gender mainstreaming in their operation. The study uses the theoretical perspective of foucauldian discourse analysis and Kingsleys representation bureaucacy theory for help to answer the scientific question. In a qualitative analysis I used a WPR analysis on official documents for plans of gender mainstreaming from two choosen authoritys, both of which are part of the government's program of gender mainstreaming. The essay presented results that it is the management of the authoritys that decides which norms and values are to be raised in the authoritys business plans. And the concept of gender equality becomes a political measure based on the messenger's demand for a refund. The results of the representation bureaucracy theory analysis shows that gender mainstreaming is built on the demands from the outside world that make them highlight gender equality and a more representative core business in their plans. / <p>2021-06-04</p>

Many students who in years past would have been previously referred for special education "pull-out" services are now being served in the regular classroom for as much as an entire school day. While this shift in classroom placement is occurring, the school age population has become more diverse, escalating the problems faced by regular education teachers. This situation is further complicated by a population of regular students who are increasingly characterized as "at-risk," "slow learner," "poor achiever, If or "reluctant learners." Historically, schools have operated within an instructional paradigm which allows for two separate systems of public education--general and special education. However, there is growing pressure on school divisions to serve students with disabilities full time in general education classrooms. The purpose of this study was to identify specific factors that describe the strategies involved in changing the delivery of special education services from traditional "pull-out" services to implementing inclusionary instructional practices among public school teachers and administrators in one urban school division. In addition, the perceptions of administrators and teachers concerning the efficacy of such a change was examined, with its expressed or perceived impact on disabled and non-disabled students who are educated in the regular classroom. Individual case studies regarding three elementary schools that are implementing inclusion in the city of Portsmouth, Virginia have been presented. Grouped data have also been reported in the attempt to investigate the efficacy of the impact of inclusion practices. None of the schools in the study were found to be "full inclusion” Schools. Pull-out special education classroom options continued to be available at each of the schools. Resource allocations for all of the schools remained at the same levels as prior allocations or increased slightly with the implementation of inclusion. The social impact of inclusion on students with disabilities and students without disabilities was reported as positive. Teachers reported concerns when discussing the academic impact of inclusion on higher functioning non-disabled students. The academic impact of inclusion on at-risk students and students with disabilities was reported to be positive. / Ed. D.