A thesis submitted to the Faculty of Arts in partial fulfillment of the requirements for the Degree of Masters of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, 2014 / The main aim of the present study was to investigate whether or not teachers possess the skills which are needed to deal with learners in inclusive classrooms. The study also aimed to evaluate data regarding teachers’ qualification, inservice training programmes as well as their experience in the inclusive schools. The objectives of the study were: • To investigate whether or not teachers had the necessary skills to assist learners with special needs in education. • To find out if there were any teacher in-service training programmes on inclusive education. • To determine whether or not there was a relationship between teachers’ skills for handling children in inclusive classroom and the following teachers’ characteristics: - Gender - Qualification and - Experience One hundred and seven (107) questionnaires were completed by teachers in special schools and full service schools in KZN. To collect data a questionnaire which consisted of closed-ended questions was administered to teachers. A ChiSquare one-sample tests and K-independent samples as well as computer statistical programme called Statistical Packages of Social Science was used to analyze data. vii The findings of the study indicated that teachers had basic knowledge of how to handle learners with different learning needs and they felt comfortable with the skills they possessed. With regard to the availability of in-service training programmes, the results revealed that teachers benefit a lot from both Psychological Guidance and Special Education Services (PGSES) and Outcomes Based Education (OBE) workshops provided by the Department of Education. The findings also suggested that there was a relationship between teachers’ skills for handling learners with special needs in education and their qualifications, gender and experience.

Although Canada is internationally known for its multicultural practices, the work life experiences of visible minority female school principals are unheard and absent from educational leadership research in Canada. In light of the fact that the student population in Canadian schools is increasingly diversifying, it is important to examine the experiences of visible minority female school principals from their own perspectives in order to gain a better understanding of their work life in the education system across Canada.<p> This research is a qualitative case study of the administrative work life experiences of five visible minority female school principals in five selected Western Canadian public schools. The purpose of the research was to examine and describe the administrative work life experiences of the selected visible minority female principals, with a particular focus on the path they took to become principals, the challenges they faced, and the strategies they used to foster inclusive schools. In-depth interviews were the main research method used in this study, supplemented by document and record analyses and the researchers reflective journal. Each of the five participants was interviewed three times in order to provide an in-depth analysis of their work experiences. The data were analyzed by using narrative and inductive analysis to let the participants tell their stories first and analyze the research questions inductively second. The results of this study revealed that the path to the principalship for visible minority female principals is influenced by multi-factors, personal abilities and strengths, challenges, supports, and preparatory and training programs. Each of the participants went through different processes to achieve their goal based on their own unique situations. This study also revealed the participants in their principal positions faced personal, professional, and organizational challenges related to gender, race, and accent. However, the participants regarded these challenges as opportunities for them to learn and to grow.<p> The strategies used to build inclusive schools by the five participants stemmed from the participants personal attributes, skills, support systems, and the contribution of their minority status. In their leadership positions, individuals set a clear mission, varied leadership styles, used reciprocal empowerment, demonstrated an ethic of care, acted as mentors, pursued networking, and mastered necessary positional knowledge.<p> This study provides recommendations for other visible minority female principals and visible minority female teachers who aspire to principal positions by identifying steps needed to prepare for the principalship; recommendations for Boards of Education on policy making and action as well as recommendations for professional development. Implications for future research are also set out. This study, while confirming the findings of the research done by other scholars, also has its own unique findings, and the five participants work life experiences provided five pictures of successful visible minority female school principals in Western Canadian public schools

Although Canada is internationally known for its multicultural practices, the work life experiences of visible minority female school principals are unheard and absent from educational leadership research in Canada. In light of the fact that the student population in Canadian schools is increasingly diversifying, it is important to examine the experiences of visible minority female school principals from their own perspectives in order to gain a better understanding of their work life in the education system across Canada.<p> This research is a qualitative case study of the administrative work life experiences of five visible minority female school principals in five selected Western Canadian public schools. The purpose of the research was to examine and describe the administrative work life experiences of the selected visible minority female principals, with a particular focus on the path they took to become principals, the challenges they faced, and the strategies they used to foster inclusive schools. In-depth interviews were the main research method used in this study, supplemented by document and record analyses and the researchers reflective journal. Each of the five participants was interviewed three times in order to provide an in-depth analysis of their work experiences. The data were analyzed by using narrative and inductive analysis to let the participants tell their stories first and analyze the research questions inductively second. The results of this study revealed that the path to the principalship for visible minority female principals is influenced by multi-factors, personal abilities and strengths, challenges, supports, and preparatory and training programs. Each of the participants went through different processes to achieve their goal based on their own unique situations. This study also revealed the participants in their principal positions faced personal, professional, and organizational challenges related to gender, race, and accent. However, the participants regarded these challenges as opportunities for them to learn and to grow.<p> The strategies used to build inclusive schools by the five participants stemmed from the participants personal attributes, skills, support systems, and the contribution of their minority status. In their leadership positions, individuals set a clear mission, varied leadership styles, used reciprocal empowerment, demonstrated an ethic of care, acted as mentors, pursued networking, and mastered necessary positional knowledge.<p> This study provides recommendations for other visible minority female principals and visible minority female teachers who aspire to principal positions by identifying steps needed to prepare for the principalship; recommendations for Boards of Education on policy making and action as well as recommendations for professional development. Implications for future research are also set out. This study, while confirming the findings of the research done by other scholars, also has its own unique findings, and the five participants work life experiences provided five pictures of successful visible minority female school principals in Western Canadian public schools

Inclusion enable children with special needs pursue their education or activities with their peers who are not disabled. Participation of children can be promoted by inclusion. Teachers are key for developing inclusive schools and improve the participation of children with special needs. The aim of this study is to describe strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland. To study this issue, interviews were conducted with eight participants from these three schools. The ICF-CY model was used to analyze the interview data. Results show that teachers’ strategies of promoting children’s participation in these Finnish ‘inclusive’ schools are diverse, teachers use strategies that focus on children’s environmental factors as well as factors that relate to children themselves. Most of teachers believe strategies that make changes on children environmental factors can help children participate in classroom tasks and activities. Some factors to influence difference of the strategies in different schools were found, different school situations and seems to be a decisive role on teachers’ strategies of improving the participation of the children. This study gives a promising view of the actions that teachers take to promote participation of children in need of special support.

No description available.

A presente Dissertação de Mestrado aborda o tema da Inclusão Escolar. É uma investigação que utiliza a abordagem qualitativa e elenca como problema de pesquisa as dificuldades que se apresentam na inclusão dos alunos com deficiência mental matriculados no ensino regular e que provocam o ingresso dos mesmos na Escola Especial. Partindo-se do pressuposto de que, cada vez mais alunos com necessidades especiais estão sendo matriculados em escolas regulares, procurouse através desta pesquisa refletir sobre as ações implementadas na escola regular que favorecem ou não um processo de inclusão de qualidade para os alunos com diagnósticos de deficiência mental. Esta investigação teve como sujeitos 3 alunos com deficiência mental que freqüentam, atualmente, uma escola especial, mas que vieram egressos do ensino regular de escolas intituladas inclusivas, ou seja, alunos com um percurso na escola regular. Partindo do relato da trajetória escolar desses alunos, chegou-se às escolas regulares freqüentadas por eles e, tomando como base essas informações, investigou-se os fatores que favoreceram o ingresso no sistema de educação especial. Pesquisar a questão elencada possibilitou desvendar como se deu o processo de inclusão desses alunos, bem como o que causou seu afastamento das escolas regulares, favorecendo a reflexão de novas propostas e novas ações, evitando que os mesmos procedimentos ocorram com novos alunos, desencadeando o processo de exclusão. Constatou-se que não há, por parte dos educadores, uma negação à proposta inclusiva; há, sim, um receio de não saber como agir e o que fazer para promover o desenvolvimento cognitivo desses alunos. Pode-se perceber que, mesmo as escolas ditas inclusivas, apresentam, ainda em relação aos alunos com deficiência mental, muitas lacunas em suas práticas, refletidas pela falta de formação dos professores e falta de recursos materiais para estes e para os alunos incluídos. A inclusão de alunos que apresentam deficiência mental ainda é um desafio para as escolas regulares e, como tal, sujeita a reflexões, construções e reconstruções constantes durante o processo. Fica evidenciada, aqui, a necessidade de maiores discussões, estudos, pesquisas e ações sobre o assunto tanto nas escolas especiais quanto nas escolas regulares e uma formação continuada sistemática e específica a cada situação vivida pelos professores, alunos e comunidade. / This master's degree final paper approaches the theme of school inclusion. It investigates through qualitative approach the difficulties that arise upon including mentally challenged students registered in regular schools, and that cause them to subsequently join schools for "special children". Starting with the assumption that more and more physically or mentally challenged students are being registered in regular schools, it was tried to find out what measures are taken by regular schools that encourage or discourage a quality inclusion process for students diagnosed as being mentally ill. This study took 3 mentally challenged students who currently attend a school for children with special needs, but coming from a regular "so called" inclusive school, i.e., students with some experience in regular school life. Starting from the school background of these students, it was possible to spot the regular schools they had attended. Then it was investigated the factors contributing for their admission into special education system. Studying the focused problem enabled us to find out how the inclusion process of these students took place, as well as what caused their leaving the regular schools; this, in turn, stimulated the reflection upon new proposals and new measures, preventing the same from happening again with new students, which might again trigger the exclusion process. It was concluded that teachers do not deny to participate in the inclusion proposal; in fact, there is a fear of not knowing how to act and what to do to promote the cognitive development of these students. It was also concluded that the "so called" inclusive schools present many gaps in their practices concerning mentally challenged students, shown in the lack of teacher preparation and of material resources that teachers and included students faced. Including mentally ill students is still a challenge for regular schools, and as such, it is subject to constant reflections, constructions and reconstructions along the process. It was clearly shown the need for further discussions, studies, research and measures regarding this issue both in special and regular schools, and a continuous, systematic and specific preparation for each situation experienced by teachers, students and community.

A presente Dissertação de Mestrado aborda o tema da Inclusão Escolar. É uma investigação que utiliza a abordagem qualitativa e elenca como problema de pesquisa as dificuldades que se apresentam na inclusão dos alunos com deficiência mental matriculados no ensino regular e que provocam o ingresso dos mesmos na Escola Especial. Partindo-se do pressuposto de que, cada vez mais alunos com necessidades especiais estão sendo matriculados em escolas regulares, procurouse através desta pesquisa refletir sobre as ações implementadas na escola regular que favorecem ou não um processo de inclusão de qualidade para os alunos com diagnósticos de deficiência mental. Esta investigação teve como sujeitos 3 alunos com deficiência mental que freqüentam, atualmente, uma escola especial, mas que vieram egressos do ensino regular de escolas intituladas inclusivas, ou seja, alunos com um percurso na escola regular. Partindo do relato da trajetória escolar desses alunos, chegou-se às escolas regulares freqüentadas por eles e, tomando como base essas informações, investigou-se os fatores que favoreceram o ingresso no sistema de educação especial. Pesquisar a questão elencada possibilitou desvendar como se deu o processo de inclusão desses alunos, bem como o que causou seu afastamento das escolas regulares, favorecendo a reflexão de novas propostas e novas ações, evitando que os mesmos procedimentos ocorram com novos alunos, desencadeando o processo de exclusão. Constatou-se que não há, por parte dos educadores, uma negação à proposta inclusiva; há, sim, um receio de não saber como agir e o que fazer para promover o desenvolvimento cognitivo desses alunos. Pode-se perceber que, mesmo as escolas ditas inclusivas, apresentam, ainda em relação aos alunos com deficiência mental, muitas lacunas em suas práticas, refletidas pela falta de formação dos professores e falta de recursos materiais para estes e para os alunos incluídos. A inclusão de alunos que apresentam deficiência mental ainda é um desafio para as escolas regulares e, como tal, sujeita a reflexões, construções e reconstruções constantes durante o processo. Fica evidenciada, aqui, a necessidade de maiores discussões, estudos, pesquisas e ações sobre o assunto tanto nas escolas especiais quanto nas escolas regulares e uma formação continuada sistemática e específica a cada situação vivida pelos professores, alunos e comunidade. / This master's degree final paper approaches the theme of school inclusion. It investigates through qualitative approach the difficulties that arise upon including mentally challenged students registered in regular schools, and that cause them to subsequently join schools for "special children". Starting with the assumption that more and more physically or mentally challenged students are being registered in regular schools, it was tried to find out what measures are taken by regular schools that encourage or discourage a quality inclusion process for students diagnosed as being mentally ill. This study took 3 mentally challenged students who currently attend a school for children with special needs, but coming from a regular "so called" inclusive school, i.e., students with some experience in regular school life. Starting from the school background of these students, it was possible to spot the regular schools they had attended. Then it was investigated the factors contributing for their admission into special education system. Studying the focused problem enabled us to find out how the inclusion process of these students took place, as well as what caused their leaving the regular schools; this, in turn, stimulated the reflection upon new proposals and new measures, preventing the same from happening again with new students, which might again trigger the exclusion process. It was concluded that teachers do not deny to participate in the inclusion proposal; in fact, there is a fear of not knowing how to act and what to do to promote the cognitive development of these students. It was also concluded that the "so called" inclusive schools present many gaps in their practices concerning mentally challenged students, shown in the lack of teacher preparation and of material resources that teachers and included students faced. Including mentally ill students is still a challenge for regular schools, and as such, it is subject to constant reflections, constructions and reconstructions along the process. It was clearly shown the need for further discussions, studies, research and measures regarding this issue both in special and regular schools, and a continuous, systematic and specific preparation for each situation experienced by teachers, students and community.

A presente Dissertação de Mestrado aborda o tema da Inclusão Escolar. É uma investigação que utiliza a abordagem qualitativa e elenca como problema de pesquisa as dificuldades que se apresentam na inclusão dos alunos com deficiência mental matriculados no ensino regular e que provocam o ingresso dos mesmos na Escola Especial. Partindo-se do pressuposto de que, cada vez mais alunos com necessidades especiais estão sendo matriculados em escolas regulares, procurouse através desta pesquisa refletir sobre as ações implementadas na escola regular que favorecem ou não um processo de inclusão de qualidade para os alunos com diagnósticos de deficiência mental. Esta investigação teve como sujeitos 3 alunos com deficiência mental que freqüentam, atualmente, uma escola especial, mas que vieram egressos do ensino regular de escolas intituladas inclusivas, ou seja, alunos com um percurso na escola regular. Partindo do relato da trajetória escolar desses alunos, chegou-se às escolas regulares freqüentadas por eles e, tomando como base essas informações, investigou-se os fatores que favoreceram o ingresso no sistema de educação especial. Pesquisar a questão elencada possibilitou desvendar como se deu o processo de inclusão desses alunos, bem como o que causou seu afastamento das escolas regulares, favorecendo a reflexão de novas propostas e novas ações, evitando que os mesmos procedimentos ocorram com novos alunos, desencadeando o processo de exclusão. Constatou-se que não há, por parte dos educadores, uma negação à proposta inclusiva; há, sim, um receio de não saber como agir e o que fazer para promover o desenvolvimento cognitivo desses alunos. Pode-se perceber que, mesmo as escolas ditas inclusivas, apresentam, ainda em relação aos alunos com deficiência mental, muitas lacunas em suas práticas, refletidas pela falta de formação dos professores e falta de recursos materiais para estes e para os alunos incluídos. A inclusão de alunos que apresentam deficiência mental ainda é um desafio para as escolas regulares e, como tal, sujeita a reflexões, construções e reconstruções constantes durante o processo. Fica evidenciada, aqui, a necessidade de maiores discussões, estudos, pesquisas e ações sobre o assunto tanto nas escolas especiais quanto nas escolas regulares e uma formação continuada sistemática e específica a cada situação vivida pelos professores, alunos e comunidade. / This master's degree final paper approaches the theme of school inclusion. It investigates through qualitative approach the difficulties that arise upon including mentally challenged students registered in regular schools, and that cause them to subsequently join schools for "special children". Starting with the assumption that more and more physically or mentally challenged students are being registered in regular schools, it was tried to find out what measures are taken by regular schools that encourage or discourage a quality inclusion process for students diagnosed as being mentally ill. This study took 3 mentally challenged students who currently attend a school for children with special needs, but coming from a regular "so called" inclusive school, i.e., students with some experience in regular school life. Starting from the school background of these students, it was possible to spot the regular schools they had attended. Then it was investigated the factors contributing for their admission into special education system. Studying the focused problem enabled us to find out how the inclusion process of these students took place, as well as what caused their leaving the regular schools; this, in turn, stimulated the reflection upon new proposals and new measures, preventing the same from happening again with new students, which might again trigger the exclusion process. It was concluded that teachers do not deny to participate in the inclusion proposal; in fact, there is a fear of not knowing how to act and what to do to promote the cognitive development of these students. It was also concluded that the "so called" inclusive schools present many gaps in their practices concerning mentally challenged students, shown in the lack of teacher preparation and of material resources that teachers and included students faced. Including mentally ill students is still a challenge for regular schools, and as such, it is subject to constant reflections, constructions and reconstructions along the process. It was clearly shown the need for further discussions, studies, research and measures regarding this issue both in special and regular schools, and a continuous, systematic and specific preparation for each situation experienced by teachers, students and community.

This field study explored the lives of children with hearing loss on the biggest island of Zanzibar, Unguja. Through a qualitative method the collecting of data was performed by interviewing one ministry, one organization, two non-governmental organizations (NGOs), and 14 children with hearing loss. The method to find participants to the study was done through snowballing. The organizations have project plans to improve the living situation for the people with hearing loss on Zanzibar, however they lack resources and fundings to implement them. The consequences of living with undiagnosed hearing loss are behavioral problems and mental health issues, lower academic results, and working on less paid jobs. This research relates to the Sustainable Development Goals with focus on goal four, quality education. The result of this study is divided into two, one descriptive part and one covering the interviews of the children. The descriptive part enhances an understanding of the context and the view of people with hearing loss. The interviews with the children constitutes the data analyzed through the theoretical framework. The study established that the children on Unguja are limited in their development due to the lack of knowledge about hearing loss in communities, limited communication abilities, and lack of support in school. Resulting in limited abilities to develop and improve their living situations.

Text in Afrikaans / The purpose of this study is to identify the role of the parents in the continuous inclusion of learners with Down’s syndrome in inclusive education. The study was conducted in the South African context with the parents of children with Down’s syndrome and who are currently included in inclusive education in Gauteng. The roles that these parents play in the inclusion of their children were identified by means of semi-structured interviews. This was done according to a qualitative phenomenological research design within the theoretical framework of the bio-ecological model of Brunfenbrenner. Results from this study indicated that parents will have to fulfil specific roles in a multi-faceted manner to ensure continuous inclusion for these learners with Down’s syndrome in inclusive education. The primary contribution of this study is towards the expansion of the theoretical knowledge of the role of the parents in continuous inclusive education of learners with Down’s syndrome. / Die doel van hierdie studie is om die ouers se rol by die kontinue insluiting van leerders met Downsindroom in inklusieweonderwys te bepaal. Die studie is binne die Suid-Afrikaanse milieu onderneem met die ouers van leerders met Downsindroom wat tans gewone inklusieweonderwys in Gauteng ontvang. Semi-gestruktureerdeonderhoude is gebruik om die ouers se rol in die kontinue insluiting van hul kinders in gewone inklusiewe onderwys te identifiseer. Hierdie studie is volgens’n kwantitatiewefenomenologiesenavorsingsontwerp binne die teoretiese raamwerk van die bio-ekosistemiesebenaderingsmodel van Bronfenbrenner uitgevoer.Die bevindings van hierdie studie toon dat ouers spesifieke rolle behoort te vervul om hierdie leerders se kontinue insluiting in inklusiewe onderwys te verseker. Die primêre bydrae wat hierdie studie sal lewer, is tot die uitbreiding van teoretiese kennis aangaande die ouers se rol in die insluiting van leerders met Downsindroom in inklusiewe onderwys. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)