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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 4 of 4 (0.037 seconds)Spelling suggestions: "subject:"egular classrooms"" "subject:"aregular classrooms""
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The attitudes of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education systemMudau, Sondaha Petrus 30 November 2004 (has links)
In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely:
- Learners who experience barriers to learning are a heterogeneous group of learners.
- Teachers' knowledge of barriers to learning and development is inadequate.
- Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed.
- An outcomes-based-education approach influences inclusive education.
It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)
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| 2 |
The attitudes of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education systemMudau, Sondaha Petrus 30 November 2004 (has links)
In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely:
- Learners who experience barriers to learning are a heterogeneous group of learners.
- Teachers' knowledge of barriers to learning and development is inadequate.
- Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed.
- An outcomes-based-education approach influences inclusive education.
It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)
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| 3 |
Managing inclusive education in the classroom with reference to the Nkangala region in MpumalangaMpya, Gladness Nwacoye 30 November 2007 (has links)
In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system.
The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers.
The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes.
The conclusion reached is that inclusive education is here to stay so the
Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)
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| 4 |
Managing inclusive education in the classroom with reference to the Nkangala region in MpumalangaMpya, Gladness Nwacoye 30 November 2007 (has links)
In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system.
The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers.
The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes.
The conclusion reached is that inclusive education is here to stay so the
Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)
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