This study focused on the attitudes of educators in a special needs school towards the implementation of inclusive education since educators attitudes' are essential in the success of the implementation of inclusive education. The purpose of this study was to investigate the attitudes of educators in one specific school towards the implementation of inclusive education and to further explore selected factors that have influenced these attitudes. Education in South Africa is in the process of major transformation, and the successful implementation of this policy may be threatened if educators in special needs schools have a negative attitude towards the policy, as the role of the special needs educator will change to a more collaborative one to support and empower colleagues. In South Africa learners with disabilities are placed in special schools depending on their level of disability. This study indicated that approximately 97% of educators, in this study, indicated that all educators are not qualified to educate learners with special needs. A combination of the medical, social and psychological models were used to underpin the research. Inclusive education is moving away from the medical model to a human right - social model. A survey research was used that consisted of a questionnaire that was specifically designed for this study. The data was analysed, qualitatively and quantitatively. The result of this study indicated that educators in this school have predominantly negative attitudes towards the implementation of inclusive education, although a lot of positive feelings did emerge. This study recommends that inclusive education be implemented in consultation with educators who are directly involved in the process. The findings of this study may be used with some caution, since the research is only covering the attitudes of educators of one special needs school and therefore a general relation of attitudes cannot be made. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

Den här systematiska litteraturstudien syftar till att behandla inkludering av autistiska elever i skolan. Studien avhandlar och sammanställer resultat från sju olika internationella forskare och appliceras sedan på den svenska skolan. Syftet är att ge svar på forskningsfrågorna 1)Hur kan man i skolan inkludera barn som har diagnos inom det autistiska spektrat? 2) Kan samarbete med hemmet öka dessa barns inkludering? I studien kan man tydligt urskilja att samarbete mellan lärare och annan personal är essentiellt, samt att man behöver ha lärare som är utbildade inom det autistiska spektrat. Dessutom är det viktigt att ha resurser till rätt utrustning och att det finns en tydlig strategi för undervisningen. Slutligen är det av vikt att familjen är engagerad och att de ger stöd. Resultatet diskuteras sedan i diskussionskapitlet och slutsatser dras.

No description available.

Thesis (M.A.)--Royal Roads University, Canada, 2003. / Includes bibliographical references (leaves 99-104).

Thesis (Ed. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 268-279). Also available by subscription via World Wide Web.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Feb. 02, 2009). Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/25/2008). Includes bibliographical references (leaves 136-142).

Thesis M.Ed. (Education Management and Policy Studies)) -- University of Pretoria. / Includes bibliographical references (leaves 84-91)

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [165]-179).