This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

Syftet med denna studie var att undersöka hur förskollärare arbetar med att skapa och upprätthålla sociala färdigheter och vänskap för barn i behov av särskilt stöd. Forskning visar att barn i behov av särskilt stöd ingår i färre vänskapsrelationer än andra barn. Studien har undersökt hur 28 förskollärare skattat barns lekfärdigheter utifrån observationsschemat Teacher Impression Scale - Swedish version (TIS-S). Sex förskollärare har intervjuats och beskrivit sin funktion i arbetet med att främja vänskapsrelationer mellan barn i behov av särskilt stöd och andra barn. De metoder som används var observationsschemat TIS-S, enkät samt intervjuer. Således har studien använt sig av både kvalitativ och kvantitativ forskningsansats. Det framkom att barn som väckte frågor hos förskollärarna sällan valdes som vänner samt behövde stöd i sitt sociala beteende. De arbetssätt som beskrevs var bland annat medveten indelning av barn i smågrupper samt ett statushöjande förhållningssätt där ett undvikande och ett tillförande arbetssätt trädde fram. En slutsats som drogs var att förskolorna i studien inte aktivt arbetade med konkreta interventioner för att främja vänskap. En annan slutsats blev att en samsyn kring begreppet barn i behov av särskilt stöd saknades. Avslutningsvis diskuteras de organisatoriska förutsättningar förskollärarna arbetade under som hinder för arbetet med vänskap för barn i behov av särskilt stöd. / The purpose of this study was to investigate how preschool teachers work to create and maintain social skills and friendship for children with special needs. Research shows that children with special needs are included in fewer friendship relations compared to other children. The study has examined how 28 preschool teachers estimated children's playing skills based on the observation sheet Teacher Impression Scale - Swedish version (TIS-S). Six preschool teachers have been interviewed and described their function in the work of promoting friendship relationships between children with special needs and other children. The methods used were the TIS-S observation sheet, survey and interviews. The study has used both qualitative and quantitative research methods. It was found that children, who the preschool teachers had concerns about, were rarely chosen as friends and needed support in their social behavior. The strategies described were, among other things, to divide the children into smaller groups, as well as an approach meant to increase the status of the children with special needs. In this approach two phenomenas were discovered, one which aimed to avoid and one which aimed to contribute. One conclusion was that the preschools in the study did not actively work with concrete interventions to promote friendship. An another conclusion was that a consensus on the concept children with special needs was lacking. In conclusion, the organizational conditions described by the preschoolers were discussed as obstacles that aggravated friendship interventions for children with special needs.

Occupational Therapy is amongst the top three interventions sought for young children with ASD in South Africa. Due to scarce local research on OT for ASD, this study explored the nature as well as perceptions of OTs on intervention for ASD. Using a qualitative exploratory study design, semi-structured interviews were conducted with twenty OTs in public and private health, as well as special needs education. Thematic analysis was used to analyse transcribed data. OTs descriptions and perceptions of assessment, direct and indirect intervention as well as challenges facing families and undergraduate and qualified OTs in South Africa were explored. Assessment for ASD utilised play based skilled observations with limited use of standardised tests. Developmental approaches were preferred to behavioural ones, with the majority of OTs referencing the Sensory Integration (SI) framework for assessment and therapy, even if they were not SI certified practitioners. The value of SI in reframing a child’s behaviour for parents was significant. The South African Model of Creative Ability was a unique local application to practice for ASD. Intervention in education was most ASD specific, including AAC and visual approaches due to a comprehensive programme and greater levels of team collaboration. A family focussed practice was most evident in private and public health. Direct individual therapy was predominant, with all sectors struggling to provide the intensity of therapy recommended for ASD, due to unique contextual challenges. Undergraduate training is insufficient preparation for working with ASD and a need for local OT specialists was identified. Implications for research and practice are discussed. / M.O.T. University of KwaZulu-Natal, Durban 2013.

Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education. To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4). Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.

Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education. To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4). Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.

In keeping with international trends in education, South Africa has embraced inclusive education as the means by which diverse learners, including those who experience barriers to learning, should be educated. Premised on the need for schools to change and become responsive to diverse learners by offering the support necessary for access and participation, inclusion is beginning to be realised in South African schools. Independent schools comprise a small but significant sector in South African education, and, despite not having access to state resources, are implementing inclusive education. This study investigates the schools belonging to the oldest and largest independent schools' association, the Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners who experience barriers to learning are included in ISASA schools and the practices that facilitate their inclusion. Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the most common extrinsic barriers are family problems and language barriers. Support for these learners is provided at school-wide and classroom level through the implementation of various inclusive practices that have been described in the international literature on inclusion and in local policy and guideline documents. These include developing policies that guide the support of learners who experience barriers to learning; ensuring that personnel are available to provide appropriate support; harnessing support for learners, their parents and teachers both from within the school and from the wider community; ensuring wheelchair access and employing classroom and other strategies that facilitate access and participation. ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most are showing progress and commitment to inclusion. In so doing, these schools are implementing ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who experience barriers to learning wherever this is feasible educationally, and also realising Constitutional values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)

The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

Made available in DSpace on 2016-06-02T19:46:11Z (GMT). No. of bitstreams: 1 2943.pdf: 2201316 bytes, checksum: 391054cf18be10efd41e07300b2b886f (MD5) Previous issue date: 2010-02-24 / Financiadora de Estudos e Projetos / Municipal elementary schools receive most of the students from K 8th grade and the number of enrollments of students with special needs has increased nationwide as a result of the implementation of municipal policies for this area of education. Several studies about the inclusion of these students in municipal schools have been conducted with the purpose to evaluate the impact of the National Program for Inclusive Education: the right for diversity; evaluation of teacher training; understanding teachers concepts after the insertion of students with special needs in their classroom; and research on the general aspects related to the proposal of inclusion in the educational system. However, studies focusing on teachers concepts in relation to the proposal of inclusion, elaborated by the municipal office of education, are still insufficient to know the reality of more than a thousand Brazilians counties. Taking into consideration that the municipal board of education has the autonomy to elaborate such proposals whose implications are not yet thoroughly known the present study had the objective to analyze the inclusion in the context of a regional education network from the conceptions of teachers who have students with special needs in their classroom. The study was developed in the municipal school network of Vitória da Conquista, Bahia state (Brazil), more specifically in those schools with the largest number of students with special needs enrolled in regular classrooms. The methodological principle that guided this study was the qualitative approach. The research is descriptive in nature and data was collected in the field through questionnaires and semi-structured interviews. 30 municipal teachers who had students with special needs in their classrooms participated in the research. The interview script was evaluated by four judges and all interviews were recorded and later transcribed and submitted for content analysis. The results indicated hat even though the city of Vitória da Conquista is considered a regional educational center participating in the National Program of Inclusive Education since 2004, the increase in the number of enrollments of students with special needs is relatively recent; the results also show that most of these students have intellectual disability; teachers academic training is poor; the number of professionals qualified to offer services to students with special needs is small; also, lack of support to these teachers is pointed out as being one of the biggest obstacles to the realization of the inclusive education policies. It is expected that the positions and reflections of teacher participants can be seen as relevant sources for the City Board of Education - SMED, in the sense that the real educational needs of the network were found in these teacher reports. It is expected that the results bring new contributions to the process of school inclusion as well as a reflection on the pedagogical practices of the participating teachers regarding students with disabilities and that their conceptions can foster new guidelines that permeate the policies of educational inclusion of the municipality. / A rede de ensino municipal é responsável por grande parte dos alunos do Ensino Básico e o número de matriculas de alunos com deficiência vem aumentando em todo país, após a política de municipalização deste nível de ensino. Muitos estudos sobre inclusão escolar nos municípios vêm sendo realizados para investigar questões como a avaliação do impacto do Programa Nacional Educação Inclusiva: direito à diversidade; formação de professores; concepções dos professores após a matrícula do aluno com deficiência em sua sala de aula, entre outras. Entretanto, estudos sobre a concepção dos professores em relação à proposta de inclusão escolar, elaborada pelas secretarias municipais de educação, ainda são insuficientes para conhecer a realidade dos mais de cinco mil municípios brasileiros. Tendo em vista que as secretarias municipais possuem autonomia para elaborar tais propostas e que suas implicações ainda não são totalmente conhecidas é que o presente estudo teve por objetivo geral analisar a inclusão escolar no contexto de um município-pólo a partir das concepções dos professores que atendem alunos com deficiência na sala de aula da rede regular. O estudo foi desenvolvido na rede de ensino municipal de Vitória da Conquista Bahia, especificamente nas dependências das escolas municipais que mais tinham alunos com deficiência matriculados nas classes comuns. O princípio metodológico que norteou este estudo foi à abordagem qualitativa. A pesquisa caracterizou-se como descritiva utilizando-se do estudo de campo como método de coleta de dados. Participaram do estudo trinta professores da rede regular municipal que tinham alunos com deficiência em sua sala de aula. Para coleta de dados utilizou-se questionários e um roteiro de entrevista semi-estruturada. O roteiro foi apreciado por quatro juízes e os dados obtidos através das entrevistas foram registrados em áudio e, posteriormente transcritos, transformados em textos e submetidos à análise do conteúdo. Os resultados evidenciaram que mesmo sendo um município-pólo do Programa Nacional Educação Inclusiva desde 2004, o aumento da matrícula de alunos com deficiência na rede é relativamente novo (2006); revelou também que o maior contingente de alunos com deficiência matriculados estava na categoria da deficiência intelectual; a formação acadêmica dos professores é precária; o número de profissionais capacitados para o atendimento educacional especializado é pequeno e a falta de apoio ao professor foi apontada como sendo um dos maiores entraves à efetivação da Política de Educação Inclusiva. Espera-se que os posicionamentos e reflexões dos professores participantes possam constituir-se em fontes relevantes para a Secretaria Municipal de Educação - SMED, no sentido em que as reais necessidades educacionais da rede foram evidenciadas em seus relatos. Almeja-se que os resultados tragam novas contribuições ao processo de inclusão escolar, bem como uma reflexão sobre as práticas pedagógicas dos professores participantes em relação aos alunos com deficiência e que suas concepções possam fomentar novas diretrizes que permeiam a política de inclusão escolar do município.

En France comme au Japon, le système d'éducation à destination des enfants handicapés a connu d'importantes transformations ces dernières années, avec le passage à une logique d'éducation inclusive, privilégiant la scolarisation dans les écoles ordinaires plutôt qu'en établissement spécialisé. Cependant, les établissements spécialisés n'ont pas disparu pour autant et le milieu spécialisé se reconfigure pour s'adapter aux changements. Cette thèse s'appuie sur l'idée que ces transformations correspondent à l'aboutissement d'un mouvement historique allant d'une approche catégorielle du handicap (dans laquelle les différentes catégories médicales de déficiences sont sources de spécialisation) à une approche que l'on peut qualifier, par opposition, de généraliste (dans laquelle les catégories de déficiences s'effacent pour laisser la place à une catégorie unique : celle de « besoins particuliers »). Comment les écoles spécialisées, fondées sur la logique de spécialisation catégorielle, se transforment-elles à l'heure du généralisme ? On étudie plus précisément le cas des écoles d'aveugles, emblèmes historiques de la logique de spécialisation. La démarche comparative franco-japonaise permet ainsi d'éclairer une zone d'ombre, peu étudiée, du phénomène international de passage à une éducation inclusive. En mobilisant le champ de la sociologie du travail, plus spécifiquement le concept de compétences, on explore les transformations de l'institution spécialisée vécues par ses représentants: les enseignants spécialisés. On montre ainsi, à travers la comparaison, que le travail des enseignants spécialisés dans ces écoles n'est plus fondé sur une expertise de la déficience visuelle mais sur des compétences relationnelles d'adaptation aux "besoins éducatifs particuliers" de chaque enfant, dans des conditions d'enseignement en profonde mutation, où la mise en œuvre de ces compétences se fait de plus en plus difficile. / In France as in Japan, the educational system for children with disabilities has undergone major changes for the last years, through the development of inclusive education, promoting enrollment in mainstream schools rather than special institutions. However, special schools have not disappeared; they are rather evolving so as to adapt to changes. This work is grounded on the idea that these transformations represent the completion of a historical trend shifting from a category-based approach of disability (in which different medical categories result in specialized treatments) to an approach that, as opposed to the latter, we can call generalist (in which categories of impairments fade into the unified category of “special educational needs”). How do special schools, deeply rooted in the category-based specialized approach, evolve in the days of generalism? We examine the specific case of Schools for the Blind, embodiments of the specialized approach. Through a French-Japanese comparison, we shed light on some gray areas of the international move towards inclusive education. Using the field of work sociology, especially the concept of “skills”, we explore the transformations of special institutions as experiences by their representatives: special teachers. Through comparison, we show that special teachers' work in these schools is no longer based on an expertise of visual disability but relies on the use of relational skills, especially involving adaptation to every child's “special educational needs”, in a context of radically changing teaching conditions, where it becomes growingly difficult to put those skills into practice. / 要旨 : 近年、フランスと日本における障害児教育制度は、インクルーシブ教育の理念に従って、特殊学校よりも通常学校での在学を推進することで、大きく変わってきた。しかし、特殊学校が全くなくなるわけではなく、特殊教育制度はその変化に応じるように形を変えてきた。本論文はその推移が「障害」の取り扱いの歴史的転換と符合するという公準を基本とする。「各障害の医療的な特性に応じる専門的な取り扱いが必要」という障害種別アプローチから「障害の諸カテゴリーが「特別なニーズ」という単一なカテゴリーに溶け込む」という逆の一般的なアプローチへの転換である。障害種別の専門性を踏まえていた特殊学校はその一般的なアプローチの時代にどう応じてきたか。本研究は障害種別アプローチの体現である盲学校を中心の課題とする。日仏比較により、インクルーシブ教育への歩みという国際現象のあまり検討されていない面を調査することを目的とする。そのために、職業社会学（特に、「能力」の理論）に基づき、盲学校の教員が見た特殊教育の変化を分析する。その結果、盲学校教員の仕事は今、視覚障害の専門性よりも「各生徒の個人的なニーズに応じる」対人関係能力を踏まえているということが示され、盲学校における教育条件の変化により、その対人関係能力の実現が難しくなりつつあることが指摘される。