The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

This study is a bachelor thesis for the Human Recourse program at Umeå University. It is an interview study with section leaders at the Swedish Government Offices about their view on diversity and an inclusive approach. The objective is to identify their interpretation and perception of diversity and an inclusive approach, further, how it influences their work and their sections. The objective is reached by interviewing six section leaders and discussing how they perceive their work with diversity at The Government Offices, their section, additionally, how they pensive the meaning of the words diversity and inclusion. The results have been divided in to three parts; Relationship and definition, Work and Future. The most important part is the data that came from the six interviews. Interesting points in the discussion is also the Swedish laws about government employment and discrimination, the Government Offices  ‘Plan for equal rights and opportunities’ and The Department of Integration model for working with diversity. The tendencies are that they have problems in regards to defining diversity and inclusive approach but yet there are similarities in the descriptions both with each other and the official definition. What the section leaders experience as problems are mostly the timeframe, recruitment and how much working with these questions is valued. The report ends with a discussion and analysis where the results and arguments are debated.

Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014 / In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The aim of this study was to investigate the perceptions and understandings of diversity and inclusive education held by teachers at one South African school. Since 1994, the South African education system has undergone many policy changes. An inclusive education system is consistent with the principles underlying the current democratic dispensation in South Africa. In this research, the researcher aimed to identify and describe the perceptions and understandings of the teachers at the school hold regarding diversity and inclusive education. Elements of school culture, such as values, practices and procedures were looked at in detail. The paradigm worked from in this research is the interpretive constructivist paradigm. The strategy was inductive, the outcomes descriptive and the meaning mediated through the researcher as instrument. This paradigm accounts for multiple realities and highlights the importance of context. A qualitative descriptive case study was done with the aim to describe the phenomena accurately. Bronfenbrenner‟s bioecological model provided a theoretical framework for this study. This theoretical standpoint has great relevance for emphasising the interaction between the development of an individual and the systems within an individual's social context. A purposive sampling strategy was adopted and individual, semi-structured interviews were conducted with teachers who participated in the study. Interpretive analysis was done on the transcriptions of the interviews by making use of the constant comparative method of analysis. Coding and inducing of categories and themes helped the researcher engage with and make sense of the data that was generated. The key findings of this study showed that the teachers working at School A have a good understanding and sense of what diversity and inclusive education entails. Their attitudes are generally positive and they embrace diversity and see inclusive education as having many advantages. The teachers feel well-supported in their school environment and display a sense of belonging among the staff. The shared value system of the school is one of acceptance, respect and embracing difference and diversity. There is a culture in the school that encourages the uniqueness of each learner and each child is seen as having potential and subsequently supported in their quest to reach their own unique potential. There are also elements within the school's functioning that require attention, for example, there are two classes of „special education‟ learners that are not entirely included in the regular classes. But, even though there are still elements that need to be addressed and refined within School A – this school is working hard to approach diversity in such a way that creates an environment in which inclusive ideals and practices can continue to grow and develop. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die wyses waarop onderwysers by een bepaalde Suid-Afrikaanse skool diversiteit benader en dit hanteer. Sedert 1994 het die Suid-Afrikaanse onderwysstelsel etlike beleidsveranderinge ondergaan. 'n Inklusiewe onderwysstelsel is in pas met die onderliggende beginsels van die huidige demokratiese bedeling in Suid- Afrika. In hierdie ondersoek het die navorser daarna gestreef om vas te stel watter persepsies en begrip van diversiteit en inklusiewe onderwys by die onderwysers van 'n betrokke skool bestaan. Elemente van die skoolkultuur, soos waardes, praktyke en prosedures, is in besonderhede bestudeer. Daar is met hierdie navorsing vanuit 'n interpretatiewe paradigma vertrek. Die strategie was induktief, die uitkomste deskriptief, en betekenis is gemedieer deur die navorser as instrument. Hierdie paradigma erken meervoudige werklikhede en belig die belangrikheid van die konteks. 'n Kwalitatiewe beskrywende gevallestudie is onderneem, met die doel om die verskynsels akkuraat te beskryf. Bronfenbrenner se bio-ekologiese model het 'n teoretiese raamwerk vir hierdie studie verskaf. Hierdie teoretiese standpunt is besonder relevant vir die beklemtoning van interaksie tussen die individu se ontwikkeling en die stelsels binne 'n individu se sosiale konteks. Die deelnemers is doelbewus gekies en individuele, semigestruktureerde onderhoude is gevoer met onderwysers wat aan die studie deelgeneem het. Die konstante vergelykende metode van analisie is gebruik on die data te analiseer. Die kodering en indusering van kategorieë en temas het die navorser gehelp om die data wat gegenereer is, te hanteer en sinvol te interpreteer. Die sleutelbevindinge van hierdie studie het getoon dat die onderwysers wat aan Skool A verbonde is 'n goeie begrip en aanvoeling het vir wat diversiteit en inklusiewe onderrig behels. Hulle instelling is oor die algemeen positief; hulle verwelkom diversiteit en beskou inklusiewe onderrig as 'n stelsel wat vele voordele bied. Die onderwysers voel dat hul skoolomgewing hulle goed ondersteun en dit blyk dat die personeel 'n onderlinge samehorigheid ervaar. Die gemeenskaplike waardestelsel van die skool is dié van aanvaarding, respek en die viering van verskille en diversiteit. Daar heers 'n skoolkultuur wat die uniekheid van elke leerder aanmoedig; elke kind word gesien as iemand met potensiaal en elkeen word gevolglik ondersteun in 'n poging om hul eie, unieke potensiaal te verwesenlik. Daar is egter ook elemente binne die skool se funksionering wat aandag verg, byvoorbeeld die twee klasse vir „spesiale-onderrig‟-leerders wat nie ten volle in die gewone klasse opgeneem word nie. Maar, hoewel daar in Skool A steeds aspekte is wat aangespreek en verfyn moet word, werk hierdie skool hard om diversiteit op so 'n wyse te benader dat dit 'n omgewing skep waarin inklusiewe ideale en praktyke voortaan kan groei en ontwikkel.

The purpose of this study was to determine what support and programmatic changes high school teachers view as necessary for the successful implementation of a mainstreaming program as described in the Regular Education Initiative (REI). The REI is a position statement from the U.S. Department of Education, Office of Special Education and Rehabilitation Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with disabling conditions. This study utilized the standardized focus group interview method to determine the opinions of high school general education and special education teachers regarding the resources, professional development, and programmatic changes which would support an increase in mainstreaming of students with learning disabilities (LD). Several unanticipated themes emerged in the interviews, giving indications of teachers' beliefs about students with LD, changes in the structure of the general education classroom with mainstreamed students, LD as a viable category of special education, and reactions to assumptions found in the REI. Teachers were largely unsupportive of changes suggested in the REI, believing that they were unprepared to deal with students with special needs, and preferring to retain the continuum of services provided by a special education department. Beliefs about LD as a special education category, and attitudes toward students with LD were largely positive. Although teachers' understanding of what constitutes a learning disability was inconsistent and vague, there was agreement in the viability of this special education category. Teachers reported positive reactions toward students with LD and appreciation for the services that accompany them into the general education classroom. In response to the research questions, teachers preferred the presence of a special education teacher in the general education classroom or access to special education personnel, over more materials or texts. There was some speculation that general education teachers, while willing to adjust some classroom practices for students with different learning styles, were less committed to the prospect of reconceptualizing the knowledge base of general education teachers, preferring to rely on the presence of special education teachers for specialized strategies and materials. Special educators and general educators were in agreement on most issues related to the research questions. Results of this study hold implications for teachers, researchers, school administrators, and particularly special education department chairs and directors.

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. <br /> <br /> The findings indicate that this educator&rsquo / 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.

Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework, a qualitative phenomenological methodology was employed in this study to empower the participants to share their stories and hear their voices. Three in-depth individual interviews using photo-elicitation were used to invite participants to offer a rich, detailed, first-person account of their experiences in inclusive post-secondary education. Each participant’s unique story of their college experience is highlighted as a Student Portrait. The main themes that emerged from the participants combined experiences were academic growth and development, interpersonal relationships and social networks, career development and employment potential, and self-determination. Findings from this study provide evidence of the positive outcomes of participation in post-secondary education for students with intellectual disabilities, including an anticipated positive impact that would extend well into the futures of each participant. This study highlights the need for post-secondary education reform to increase such opportunities for students with intellectual disabilities. / Thesis (Ph.D, Education) -- Queen's University, 2013-09-06 10:23:21.317

The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in the Free State province. The study focused specifically on the implementation of the changed role of the DBSTs as proposed by the Education White Paper 6 in 2001. This was a two-phased study involving a literature study and empirical research. The first phase of this study focused on a literature study undertaken on topics such as the history of learner support in South Africa, the previous role of Education Support Services at school and school district level and different education documentation and policy documents relating to the topic. Furthermore the literature study explored the ecosystemic approach to learner support specifically focusing on Bronfenbrenner‘s ecological systems theory and Epstein‘s model of human development. The second phase of the study comprised empirical research. A quantitative approach was used to collect data with a little element of the qualitative approach just to verify some information. For the quantitative component of the research, a questionnaire consisting of both closed and open-ended questions was administered, while for the qualitative component, the researcher held some interviews with participants selected randomly at first, but with a snowball effect. The research was conducted in all the districts of the Free State Department of Education. The data collected revealed that the implementation of the proposed changes to learner support is in fact subdued due to various problems experienced by District Based Support Teams. These problems hamper the effective implementation of the changes set out in various education policy documents. The study contributes to the practice of learner support by proposing a model for the DBSTs to implement their changed roles. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

According to the policy on Inclusive Education, teachers are increasingly expected to play a community and pastoral role in order to, in this way, be able to measure up to the needs of learners who are experiencing barriers to learning (such as, for example, self-mutilation). This study was undertaken to determine what knowledge and skills teachers have at their disposal to identify self-mutilators in inclusive classrooms and to provide basic aid to these learners. By means of a literature study, self-mutilation was elucidated, and attention was paid to an explanation of what exactly self-mutilation involved, the forms of self-mutilation, the causes of self-mutilation, self-mutilation and related conditions, and the characteristics of the self-mutilator. Linked to this, the focus was on the extent to which the teacher is capable of identifying self-mutilators in inclusive classrooms and providing basic aid to them. Focus was also placed on the community and pastoral role of the teacher, the teacher’s experience of inclusive education, and the National Strategy with regard to the Screening, Identification, Assessment, and Support of learners who experience barriers to learning. A full description of various therapeutic approaches and aid programmes that can be undertaken with self-mutilators concluded the literature review. This literature review indicated a gap regarding the availability of training programmes for South-African teachers without training or background knowledge of Psychology, to assist them in identifying self-mutilators and providing basic aid to self-mutilators. Quantitative descriptive research was used to gather data from teachers by means of a questionnaire with open and closed items. In this particular study, 319 teachers were purposively and randomly chosen from 16 secondary schools (eight Ex Model C schools and eight Township schools) from Districts D2 and D12 in the Krugersdorp/Roodepoort area of the Gauteng Department of Education. On the one hand, the questionnaire determined teachers‟ knowledge and skills with regard to the nature of, reasons for and characteristics of self-mutilation in inclusive classrooms, and whether they possessed skills to provide basic aid to self-mutilators. On the other hand, it was also determined by means of open questions how the teachers become aware of self-mutilators, the type of training they received to provide basic aid to self-mutilators, what they viewed being the influence of self-mutilation on teaching and learning and on emotional and social development, their views of the pastoral role of the teacher as well as what their attitude/view was with regard to the possible implementation of a training programme to identify self-mutilators in inclusive classrooms and to provide basic aid to them. Furthermore, the open questions explored the availability of support structures to teachers to assist them in identifying self-mutilators and providing basic aid to these learners, as well as the opportunities that teachers create for learners to talk about their problems. Results indicated that the teachers who took part in the study did not have adequate knowledge and skills at their disposal regarding the identification of, and provision of basic aid to self-mutilators. They were however in favour of the implementation of a training programme that would enable them to identify self-mutilators and provide basic aid to them. On the basis of the data obtained through the questionnaire, and in accordance with the literature, a training programme was developed. In the absence of training programmes for the support of teachers in the identification of, and aid to self-mutilators in South African schools, this study makes a distinct contribution. / PhD, Educational Psychology, North-West University, Vaal Triangle Campus, 2012

With housing in the UK responsible for over a quarter of all building related carbon dioxide (CO2) emissions, it is becoming increasingly difficult to ignore the impact of occupant behaviour on such emissions. One area where occupant behaviour contributes largely towards emissions is space heating within domestic buildings. Despite technological improvements in the efficiency of heating systems, controls have become increasingly complex. Hence, there is a need to enable people to use their heating controls effectively in order to help reduce the associated CO2 emissions. This research found that significant numbers of people were excluded from using digital programmable thermostats, in particular people over 50 years old. The first study examined the scale of exclusion relating to digital programmable thermostats installed at a specific housing development. A second study explored in detail the reasons for exclusion from successfully programming a range of digital programmable thermostats. This was an in-depth usability study of heating controls that focused on the usability issues experienced by older people and was published in the Journal of Engineering Design. Based upon the outcomes of the first two studies a more inclusive heating control interface prototype was developed. The prototype demonstrated a reduction in both cognitive demands and associated user exclusion. Task success rates increased by 56.3% amongst older participants, and detailed energy modelling indicated that energy savings of 14.5-15.6% annually could be achievable. This work suggests that a more inclusive heating control interface could enable energy savings in the region of 15% through reducing the cognitive demands. Furthermore, this research challenges the existing paradigm and shows that inclusive design research may contribute to sustainable development in an environmental, as well as social, capacity.