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  • About
  • 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.
1

Factors Predicting the Social Participation of Children With and Without Developmental Disabilities

Lopes, VICKI 08 September 2012 (has links)
Although participation in social, recreational, and leisure activities is essential to overall well being, children with developmental disabilities (DD) participate in fewer activities than their typically developing (TD) peers (e.g., Solish, Perry & Minnes, 2010). The purpose of the current study was to explore the factors that predict participation of preschool- and early school-aged children by investigating the contributions of the child, the family, and the environment in which the child and family reside. The theoretical model used in the current study is an adaptation of two conceptual models proposed by King et al. (2003) who investigated the factors predicting participation of individuals with physical disabilities between the ages of 6 and 21 years, and Orsmond, Wyngaarden Krauss, and Mailick Seltzer (2004) who investigated the factors predicting participation for adolescents and adults with Autism Spectrum Disorder (ASD). These authors proposed that a combination of environmental factors (e.g., supportive relationships), family factors (e.g., absence of financial and time impacts on the family), and individual/child factors (e.g., cognitive skills, communication) would be associated with participation. These models were adapted for use in the current study to include: 1) factors that have been shown empirically to be predictors of involvement for children with physical disabilities and for adolescents/adults with ASD (e.g., child’s functional ability); and 2) additional factors that may be theoretically relevant to the participation of preschool-aged children with DD. The outcome variables included the child’s participation in a variety of activities and parental satisfaction with the child’s sense of belonging. The results demonstrate that preschool- and early school-aged children, and children with and without disabilities, differed from each other on a number of variables (e.g., adaptive behaviour, family stress, etc). In addition, children with ASD and children with other DD participated in fewer social, recreational, and leisure activities than their TD peers, and parents of children with ASD and other DD reported lower satisfaction with their child’s sense of belonging. Adaptive behaviour, social skills, number of services used, family active recreation, and income were significant predictors of the child’s participation in activities. Limitations and theoretical and clinical implications are discussed. / Thesis (Ph.D, Psychology) -- Queen's University, 2012-08-31 00:21:52.375
2

Student services teachers' perceptions of collaboration in inclusive schools

Roberts, Colleen 06 September 2012 (has links)
In the past decade, Appropriate Education Programming for students with disabilities was mandated in Manitoba. Consequently, there are now both legal and ethical reasons why educators must endeavor to provide inclusive school settings for all students, including students with special needs. Recent school reforms have been influenced by societal change, educational restructuring, and increasingly diverse students needs. These factors also affect the inclusion mandate and, to a worrisome extent, create confusion about practices related to the education of students with special needs. Many researchers strongly suggest that collaboration is a key to creating and maintaining successful inclusive schools. However, professional development in collaboration skills and collaborative service delivery models has been offered to education professionals, specifically resource teachers and counselors, with mixed results. This study is an examination of resource teachers’ and counselors’ perceptions of the barriers to and facilitators of collaboration in inclusive schools.
3

Student services teachers' perceptions of collaboration in inclusive schools

Roberts, Colleen 06 September 2012 (has links)
In the past decade, Appropriate Education Programming for students with disabilities was mandated in Manitoba. Consequently, there are now both legal and ethical reasons why educators must endeavor to provide inclusive school settings for all students, including students with special needs. Recent school reforms have been influenced by societal change, educational restructuring, and increasingly diverse students needs. These factors also affect the inclusion mandate and, to a worrisome extent, create confusion about practices related to the education of students with special needs. Many researchers strongly suggest that collaboration is a key to creating and maintaining successful inclusive schools. However, professional development in collaboration skills and collaborative service delivery models has been offered to education professionals, specifically resource teachers and counselors, with mixed results. This study is an examination of resource teachers’ and counselors’ perceptions of the barriers to and facilitators of collaboration in inclusive schools.
4

Educators' attitudes towards the inclusion of hearing impaired learners

Msiya, Nontokozo T. January 2006 (has links)
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 investigate educators' attitudes concerning the inclusion of hearing impaired learners in mainstream classrooms As an introduction to the study the attitudes of educators towards inclusion were reviewed by means of a study of available and relevant literature. Educators are the people who make learning possible and their own attitudes towards what is happening in the classroom are of crucial importance. Research done in South Africa on educators' attitudes towards inclusive education indicated that educators in mainstream classrooms generally express negative attitudes to mainstreaming policies. In the new education dispensation educators in mainstream classrooms have to accommodate learners with impairments, such as the hearing impaired child. Inclusion makes additional demands on educators because of the special educational needs of learners with impairments. The attitude of educators towards inclusion and their efficacy in meeting the special needs of learners with impairments play a determining role in the successful implementation of an inclusive education policy. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 110 questionnaires completed by primary school educators from the Port Shepstone district on the South Coast of KwaZulu-Natal. The data was processed and interpreted by means of descriptive statistics. Essentially the following were the main findings from the empirical study: S Educators' attitudes towards inclusion are influenced by the availability of sufficient support and resources for learners with special educational needs. S Educators' lack of knowledge and experience of learners with impairments have a negative influence on their attitude towards inclusive education. V Many mainstream educators lack confidence in their own abilities to teach learners with diverse educational needs in the same classroom. The study concludes with a summary and findings from the literature study and the descriptive statistics. Based on these findings the following recommendations were made: ■S The development of curricula, institutions and methods of assessment must include a variety of strategies to accommodate learners with special educational needs, such as the hearing impaired. ^ The basic training of educators must include compulsory courses such as orthopedagogics that will enable them to cope with the demands for inclusion of learners with special educational needs.
5

Moving towards inclusion: A case study of one urban school in the Maldives

Naseer, Badhoora January 2012 (has links)
This case study explores and documents the development of inclusive education in one urban school in the Maldives. It focuses on the steps taken to move the school towards inclusion, the practices and experiences of different stakeholders involved in the process, and the factors that influenced inclusive education in the school. Qualitative data was collected through interviews with some of the key members of the school community and through classroom observations and documents. Findings have revealed that the development of inclusive education in the school came about through a school leader rather than policies. In spite of recognized efforts towards inclusion, a range of exclusionary practices was still observed. Various impediments constrained the development of inclusive education, including, lack of collaboration between the SEN (Special Educational Needs) and the general staff, limited knowledge, awareness and positive understanding about inclusion, scarcity of resources and support services. Factors such as large classes, undifferentiated curriculum, and rigid time tables also negatively affected the developmental process. Findings indicate the complexity of developing inclusive education. The findings also suggest that changes on the societal level, in the education ministry and, in the school and classroom level could help sustain the development of inclusive education. The factors that could contribute to the development of inclusive education at these levels are discussed, as are the implications for the successful development of inclusive education in schools.
6

Inclusionary Practices: Impact of Administrators' Beliefs on Placement Decisions

Vazquez, Maria 07 May 2010 (has links)
School leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based administrators and in their capacity school leaders can either alleviate or generate barriers for the process; they can inhibit or inspire school personnel to accept the inclusion of students with disabilities in the general education classroom. Furthermore, their attitudes are critical in the design and implementation of programs and practices in their schools. Principals' attitudes can either promote or discourage the inclusion practices in their schools. The purpose of this study was to examine the factors related to school based administrators' attitudes toward inclusive education and the relationship of these attitudes on the placement of students with disabilities. The Principals and Inclusion Survey (PIS) developed by Praisner (2000) was used to collect data from 175 school based principals in a large urban district in the southeastern part of the United States. The results of the study indicate a relationship does exist between principal's attitude toward inclusion and decisions pertaining to student placement. The study also found that those principals with positive experiences with students with disabilities also demonstrated beliefs of serving students with disabilities in less restrictive settings than those principals with negative experiences with students with disabilities. / Ed.D. / Department of Child, Family and Community Sciences / Education / Education EdD
7

The Inclusion Puzzle: A Case Study of Inclusion in a Rural Elementary School

Arnold, Linda N R January 2010 (has links)
Inclusion of special education students in general education classrooms has come to general acceptance by educators as one option in the continuum of special education service delivery. Another view of inclusion is the ideal of providing for all the varied individual needs of a diverse population of students: learning needs, physical needs, language needs, and social emotional needs, together, in all school settings. In the study school, special educators took a step toward the ideal of inclusion by providing all special education services in general education classrooms. Looking at the picture of inclusion in the school during the four years of the study, of how the ideas of inclusion were put into practice in the specific setting, is the puzzle of inclusion.In the study, specific instruments were used, including surveys and questionnaires, observations, whole group dialogue groups, a checklist, and individual interviews, for the purpose of gathering information about the setting to promote inclusion philosophy and practice, determining the activities to promote inclusion, and gaining insight into school members' attitudes and beliefs about inclusion in the school. In response to the specific instruments, school members participated in providing data, and the result was a body of in-depth information that could be helpful to others interested in the experiences andperceptions of the practice of inclusion in one rural elementary school.
8

Inclusion of English language learners in conversion small schools

Plett, Bethany Joy 15 May 2009 (has links)
Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been funded by The Bill and Melinda Gates Foundation as well as by the Coalition of Essential Schools (CES). The Coalition of Essential Schools is a network of small schools that adhere to similar educational ideologies such as the desirability to provide inclusive educational environments. CES promotes inclusion as a means to equitable and democratic education. This study explains the tensions the philosophy and practice of inclusion has produced concerning English language learner (ELL) programs in conversion small schools. This study investigates (a) the ways in which ELL programs in conversion small schools have supported inclusive education, (b) the ways small school inclusion has affected ELL programs, and (c) the impact inclusion philosophy in conversion small schools on inclusive and equitable instruction for ELL students. Through a multi-case qualitative study including interviews and observations, the contexts for the ELL programs in three different conversion schools are investigated and described. The data shows that none of the ELL programs investigated have been able to fully support instructional inclusion either due to a lack of belief in the efficacy of inclusion or a lack of resources. Small school inclusion has affected ELL programs differently in each school. At one school, the ELL program felt almost no effects of the conversion. At another, the program is radically different than previous to the conversion. Third, inclusive and equitable instruction for ELL students in conversion small schools, even in the best case, is happening only in some classes. Due to a lack of resources, no ELL program has been able to implement inclusion as a programmatic reform. Finally, the impetus to involve ELL students in inclusion programs is highly influenced by special education policies rather than by legislation overseeing ELLs. The study concludes that inclusion is understood and practiced differently at each site. At the sites where any type of inclusion was practiced, teachers reported that inclusion provided ELL students with more social than academic benefits.
9

Participatory inclusion in the refugee resettlement process

McMichael, William Andrew 05 1900 (has links)
This study explores the disconnection that exists between refugee policy developers and those whom they intend to benefit by bringing the voices of refugees and their supporters into community discussions on policies and practices that directly affect the refugee resettlement experience. The purpose of their involvement was to help ensure that resettlement activities were relevant to their needs. In an effort to make the findings as generalizable as possible, the researcher applied techniques of Participatory Action Research (Carr & Kemmis, 1986) within a Grounded Theory (Glaser & Strauss, 1967) methodological framework. Community consultations involving a total of 86 refugees, refugee claimants and their supporters in three cities were conducted during the period that Canada was responding to post-9/11 concerns for national security with its first implementation of the Immigration and Refugee Protection Act. Findings from those consultations were triangulated with data from interviews with 29 service providers, government officials and individual refugees, as well as documentary evidence from scholarly research, government publications and mass media sources. Implications for further policy development were then developed from that process. Findings from the research suggest that the potential for unexpected policy outcomes can be reduced if culturally sensitive community consultations, in the preferred language of the community, are incorporated in policy development and implementation processes. These findings can contribute to building local community capacities to increase the effectiveness of resettlement activities and improving their sustainability by inviting those who have the most to benefit take ownership of them.
10

Participatory inclusion in the refugee resettlement process

McMichael, William Andrew 05 1900 (has links)
This study explores the disconnection that exists between refugee policy developers and those whom they intend to benefit by bringing the voices of refugees and their supporters into community discussions on policies and practices that directly affect the refugee resettlement experience. The purpose of their involvement was to help ensure that resettlement activities were relevant to their needs. In an effort to make the findings as generalizable as possible, the researcher applied techniques of Participatory Action Research (Carr & Kemmis, 1986) within a Grounded Theory (Glaser & Strauss, 1967) methodological framework. Community consultations involving a total of 86 refugees, refugee claimants and their supporters in three cities were conducted during the period that Canada was responding to post-9/11 concerns for national security with its first implementation of the Immigration and Refugee Protection Act. Findings from those consultations were triangulated with data from interviews with 29 service providers, government officials and individual refugees, as well as documentary evidence from scholarly research, government publications and mass media sources. Implications for further policy development were then developed from that process. Findings from the research suggest that the potential for unexpected policy outcomes can be reduced if culturally sensitive community consultations, in the preferred language of the community, are incorporated in policy development and implementation processes. These findings can contribute to building local community capacities to increase the effectiveness of resettlement activities and improving their sustainability by inviting those who have the most to benefit take ownership of them.

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