Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 126 p. Includes abstract. Includes bibliographical references (p. 111-117).

This study describes the experiences of belonging of three Grade 6 students with mild disabilities, Jacob, Leah, and Andy, educated in an inclusive classroom. In addition, I gained the perspective of the classroom teacher, Linda, who described her approaches to facilitating belonging in an inclusive environment. Data collection included field observations and interviews with the classroom teacher and with the three focal participants. After completing data collection, analysis of the classroom data and the data of the three individual students was conducted using standard methods of qualitative analysis. Themes that emerged from the classroom data included: developing a trust culture, developing trusting relationships, teaching pro-social behaviours, building competence, and fostering autonomy. The classroom teacher fostered a supportive community environment that encouraged the development of interpersonal relationships, and she actively supported the social-emotional needs and the academic needs of all her students. Each student participant presented a unique case; therefore, the themes for the three student participants varied. Common themes included: sense of belonging, interpersonal relationships, and peer victimization. Themes that varied were sense of academic and social competence and fostering autonomy. For each individual student, belonging was fostered slightly differently and yet to fill this need, relatedness with others and a sense of academic or social competence was necessary. This study emphasizes that a sense of belonging is complex and multidimensional. / Thesis (Master, Education) -- Queen's University, 2008-12-01 08:35:33.991

In 2005, the province of Manitoba proclaimed the first ever legislation regarding the education of students with special needs, the Appropriate Educational Programming Amendment to the Public Schools Act (Manitoba Education, Citizenship and Youth, 2005). In the accompanying regulations and standards, school principals were legally designated as the educators responsible for ensuring the application of the legislation within their school settings. In this qualitative research study, 15 school principals in northern Manitoba were interviewed regarding their perspectives as to their abilities to comply with their legislative mandates. The findings detail the principals‟ perspectives regarding their knowledge and application of the legislation, their identified supports, and their challenges, including imprecise terminology, contradictory influences, the role of parents, and the provision of specialized assessment. Their beliefs regarding why they must comply, repercussions of non-compliance and recommendations to the Manitoba Government to monitor their compliance are also described. Through the development of a framework, “Enabling Conditions Supporting Principals‟ Compliance with New Special Education Legislation: A Shared Responsibility”, the necessity for principals to collaborate with the provincial government, their school division and their parent community to successfully comply with the new legislation is revealed. The need for sustained effective professional development opportunities, for clarity of terminology, roles and responsibilities and for system accountability by divisions and the province are discussed.

In 2005, the province of Manitoba proclaimed the first ever legislation regarding the education of students with special needs, the Appropriate Educational Programming Amendment to the Public Schools Act (Manitoba Education, Citizenship and Youth, 2005). In the accompanying regulations and standards, school principals were legally designated as the educators responsible for ensuring the application of the legislation within their school settings. In this qualitative research study, 15 school principals in northern Manitoba were interviewed regarding their perspectives as to their abilities to comply with their legislative mandates. The findings detail the principals‟ perspectives regarding their knowledge and application of the legislation, their identified supports, and their challenges, including imprecise terminology, contradictory influences, the role of parents, and the provision of specialized assessment. Their beliefs regarding why they must comply, repercussions of non-compliance and recommendations to the Manitoba Government to monitor their compliance are also described. Through the development of a framework, “Enabling Conditions Supporting Principals‟ Compliance with New Special Education Legislation: A Shared Responsibility”, the necessity for principals to collaborate with the provincial government, their school division and their parent community to successfully comply with the new legislation is revealed. The need for sustained effective professional development opportunities, for clarity of terminology, roles and responsibilities and for system accountability by divisions and the province are discussed.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains xii, 154 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 110-119).

Thesis (M.S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2006. / Includes bibliographical references (p. 102-110).

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.