A descriptive case study was designed to investigate how classroom teachers plan and implement instructional adaptations and accommodations for mainstreamed students. Two elementary school classroom teachers, each receiving two mainstreamed students with mental retardation, were observed to determine factors and strategies involved in making instructional adaptations and accommodations. Preactive teaching processes, including consultative and collaborative planning activities, and classroom teacher perceptions about mainstreaming practices were examined. Results indicated five primary types of instructional adaptations: acquisitional, parallel, enabling-social, enabling-academic, and structural. In addition, two other strategies were observed: accommodations and return to the resource room for mainstreamed students. Findings indicated acquisitional adaptations facilitated the integration of mainstreamed students, structural adaptations powerfully affected classroom climate and students' interpersonal relationships for both mainstreamed and nondisabled students, and parallel adaptations had both positive and negative social and instructional implications for mainstreamed students. Enabling-social and enabling-academic adaptations produced increased mainstreamed student participation in classroom instructional activities and experiences. Benefits were found for nondisabled students as well. Preactive teaching processes included variable use of consultative and collaborative strategies and some use of instructional adaptation planning’ routines. Teachers'! planning processes changed over the course of the year; adaptation-making processes moved from the preactive to the interactive teaching phase. Teachers' reported perceptions of mainstreaming varied during the study, but generally remained positive. Based on these results, a taxonomy of descriptions of instructional adaptations as well as descriptions of classroom teachers' planning processes as strategies for mainstreaming students with mental retardation in general education classroom instructional activities and classroom teachers' perceptions of the mainstreaming program were derived. / Ed. D.

Increased integration of the handicapped in regular classrooms, popularly called mainstreaming, has drawn attention to how nonhandicapped students are affected. Numerous authors have contended that integration has the potential to positively affect nonhandicapped individuals' socio-moral development. Empirical data to support this contention have not accumulated as an instrument has not been available to measure value reflective conative attitudes toward the handicapped. This study addressed the problem of development of an instrument to measure action choices toward the handicapped which would reflect the attitude holder's underlying general socio-moral reasoning. Item responses relating to integration issues were constructed to represent characteristic moral judgment at various levels. The developed "Action Choices Toward Handicapped" (A.C.T.H.) instrument was field tested with two samples of 138 subjects each, including high school students, graduate students, and teachers. Research questions focused on instrument validity, internal consistency and reliability, and variables affecting scores. Validity was supported by a panel of judges critique, and a significant positive correlation between scores on the A.C.T.H. and the Defining Issues Test (D.l.T.) of general moral reasoning. Nonsignificant effects of: order of tests; directions to try to obtain a high score; knowledge of handicapped law; and sex supported the discriminant validity of the A.C.T.H. The reliability was determined to be .71. Variables tested for their effect on scores included reported: family member who is handicapped: close handicapped friend; and integrated education experience. Mean A.C.T.H. and D.l.T. scores were significantly higher for subjects reporting having had integrated educational experience. Forty-six of the subjects also completed a commonly used test of general attitudes toward disabled persons, the A.T.D.P. Subjects' A.T.D.P. scores had a nonsignificant correlation with the both the A.C.T.H. and D.l.T. scores, indicating that the developed instrument was a better indicator of attitude holder's underlying socio-moral reasoning in this study. Additional research is recommended before making generalizations about use and interpretation of the developed A.C.T.H. instrument. / Ed. D.

The present study investigated the social status of learning disabled (LD) students among their non-LD peers and explored how their social acceptance related to personal attributes, behavioral characteristics, and social information processing. Subjects were 22 white, third through fifth grade LD students and 347 of their non-LD classmates. Results showed that on a play rating scale, but not on a peer nomination measure, the LD group was rated lower than non-LD students. In addition, more LD than non-LD students were found to be rejected; however, LD students were equally represented in the popular, neglected, and controversial sociometric status categories. LD students were also found to be less well known than controls. Acquaintance ratings correlated highly with friendship ratings and moderately with peer nominations, suggesting that being less well known was significantly related to being rated as an undesirable playmate. Although LD students were perceived by peers as less physically attractive, less academically skilled, and less socially skilled, as a group, these findings appear to be clouded by the effects attributable to the low status LD children. Within the LD group, high social status children did not differ significantly from controls on dependent variables. Multiple regression analyses showed that peer ratings of physical attractiveness were most predictive of peer nominations (multiple R square=.50), whereas athletic ability was found to predict 85% of the variance in friendship ratings. Social information processing deficits were not predictive of social acceptance. Results suggest that special skills or attributes appear to provide a boost needed for general social acceptance of LD students. / Master of Science

This study examined the rates of regular class placement for Texas public school students with learning disabilities, mental retardation, and emotional disturbance and possible reasons for a high rate of placement. A questionnaire regarding methods used to assist students with handicaps in regular education classes was mailed to the directors of all special education programs in the state. The directors were also asked to submit a copy of the district's June 1, 1989 Superintendent's Annual Report which contains data on the placement of all identified students with handicaps. School district property wealth and size were obtained from official state records.

Yes / Historically, the oil and gas sector has played a significant role in the economic development. Beyond being an important source of energy for industrialisation and other development goals, revenue from oi and gas exports have provided much needed funding for critical sectors in resource rich countries. However, the benefits of oil and gas developments have not been equitably distributed. Local content laws were introduced by resource rich countries to maximise the benefits of resource extraction and production processes for the local population and businesses. Recognising that host communities bear an inordinate burden of the negative externalities associated resource exploitation, local content laws offer an opportunity for mitigating adverse impacts and maximising the wider benefits accruing from the energy sector at the local level. Though women are still often disproportionately impacted by the negative externalities from the oil and gas sector and excluded from employment and decision-making, most local content provisions do not sufficiently address the gender issues. This chapter explores the state of gender equality in Africa’s oil and gas sector and makes recommendations for strengthening women’s inclusion in the sector through local content laws provisions. The chapter also considers main legal approaches for mainstreaming gender equality in local content laws vis-à-vis the trends in the energy sector across the continent. / The full-text of this book chapter will be released for public view at the end of the publisher embargo, 18 months after publication.

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.

Thesis (DPhil (Political Science))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Gender Mainstreaming (GM) was popularised as an approach to advance gender equality at the United Nations (UN) World Conference on Women in Beijing in 1995. Since then it has been adopted by the UN and international development organisations as the approach to integrate women and gender issues into development. The United Nations Development Programme (UNDP), a major international development organisation, claims a strong policy commitment to GM. As such, it is an important organisation to study for its GM implementation to establish what lessons can be learnt from its practice. Because it is an international organisation, the study has implications for global GM as well as for SA. This thesis examines mainstreaming women and gender in development in the UNDP Country Office in South Africa (UNDP/SA). It explores the gap between Gender Mainstreaming policy and practice, through discursive analysis of UNDP policy documents and reports, as well as an analysis of qualitative interview data and participatory approaches. The study focuses on the organisational challenges facing institutions trying to mainstream gender, particularly in the South African context. It puts forward a proposal for improving GM by combining organisational development and feminist theory. Through the proposal, which focuses on a broad transformation process within which to frame GM implementation, the thesis aims to contribute towards advancing gender equality through GM in South Africa and elsewhere. Development was initially gender-blind until the early 1970s. Since then, development organisations have moved women and gender onto the development agenda through various approaches. The major approaches have been Women in Development (WID), Gender and Development (GAD) and Empowerment. The current approach, Gender Mainstreaming (GM), is about moving women and gender issues from the margin to the centre of development organisations and their practice. While being an improvement on the earlier approaches, GM still faces a number of challenges for successful implementation in development organisations such as the UNDP. This qualitative study interrogates the GM policy discourse of the UNDP/SA, and finds a serious gap between its policy discourse and practice. This gap is evident not only in the UNDP/SA, but also in one of its funded projects, the Capacity Building Project for the Office on the Status of Women. GM fails to make an impact because of factors such as lack of training, absence of political will from senior managers in development organisations (and in government), and lack of resources. It is also clear that GM cannot occur in the absence of a broad organisational transformation process. To address the challenges facing GM, I propose a model for implementation with a special focus on the deep structure of organisations that exposes the masculinist roots of gender inequality. What is essential for this model to succeed is that GM implementation should be framed within a broader organisational transformation process, based on organisational development and feminist theory. / AFRIKAANSE OPSOMMING: Geslagshoofstroming het gewildheid verwerf as ‘n benadering om geslagsgelykheid te bevorder by die Verenigde Nasies (VN) se Wêreld Konferensie oor Vroue in Beijing in 1995. Daarna is dit deur die VN en internasionale ontwikkelingsorganisasies aanvaar as die benadering om vroue en geslagskwessies te integreer in ontwikkeling. Die Verenigde Nasies Ontwikkelings Program (VNOP), ‘n vername internasionale ontwikkelingsorganisasie, maak aanspraak op ‘n sterk toewyding aan Geslagshoofstroming as beleid. Die VNOP is dus ‘n belangrike organisasie om te bestudeer vir sy Geslagshoofstroming implementering om vas te stel watter lesse ons kan leer. Die studie het implikasies nie net vir Suid-Afrika nie, maar ook globaal omdat die VNOP ‘n internasionale organisasie is. Die tesis ondersoek die hoofstroming van vroue en geslag in ontwikkeling in die VNOP Kantoor in Suid-Afrika (VNOP/SA). Dit verken die gaping tussen Geslagshoofstroming beleid en praktyk deur middel van ‘n diskoers analise van VNOP beleids-dokumente en verslae, en ‘n analise van data verkry deur kwalitatiewe onderhoude. Die studie fokus op die organisatoriese uitdagings vir die instellings wat Geslagshoofstroming probeer implementeer, veral in die Suid-Afrikaanse konteks. Dit stel ‘n kombinasie van organisatoriese ontwikkeling en feministiese teorie voor om Geslagshoofstroming te bevorder. Die tesis streef daarna, deur die voorstel wat fokus op Geslagshoofstroming as deel van ‘n breë transformasie proses, om by te dra tot die bevordering van geslagsgelykheid in Suid-Afrika en elders. Ontwikkeling was aanvanklik geslagsblind tot met die vroeë 1970s. Sedertdien het ontwikkelingsorganisasies vroue en geslagskwessies op die agenda geplaas deur verskeie benaderings. Die vernaamste benaderings was Vroue in Ontwikkeling (WID), Geslag en Ontwikkeling (GAD), en Bemagtiging (Empowerment). Die huidige benadering, Geslagshoofstroming, het ten doel om vroue en geslagskwessies vanaf die kantlyn te beweeg tot in die kernpunt van ontwikkelings-organisasies en hulle praktyke. Alhoewel dit ‘n verbetering op die vorige benaderings is, staar Geslagshoofstroming implementering nog ‘n aantal uitdagings in die gesig in ontwikkelingsorganisasies soos die VNOP. Die kwalitatiewe studie interrogeer die Geslagshoofstromings diskoers van die VNOP/SA en vind ‘n ernstige gaping tussen sy beleidsdiskoers en praktyk. Hierdie gaping is sigbaar nie net in die VNOP/SA nie, maar ook in een van sy befondsde projekte, die Kapasiteitsbou Projek vir die Kantoor vir die Status van Vroue. Geslagshoofstroming maak nie impak nie as gevolg van faktore soos ‘n gebrek aan opleiding, die afwesigheid van politieke wilskrag by senior bestuurders in ontwikkelingsorganisasies (en in die regering), en ‘n gebrek aan hulpbronne. Dit is ook duidelik dat Geslagshoofstroming nie kan plaasvind in die afwesigheid van ‘n breë organisatoriese transformasie proses nie. Om die uitdagings vir Geslagshoofstroming aan te spreek, stel ek ‘n implementeringsmodel voor met ‘n spesiale fokus op die diep struktuur van organisasies wat die maskulinistiese oorsprong van geslagsongelykheid blootlê. Noodsaaklik vir die sukses van die model, is die kontekstualisering van Geslagshoofstroming in breë organisatoriese transformasie, gebaseer op ‘n kombinasie van feministiese en organisatoriese ontwikkelingsteorie.

The functioning of a teacher support team is an important aspect in improving quality of education, because it has as its purpose the enhancement of collaboration and support to educators and development of conditions for learners to become more successful. This research study explored the functioning of teacher support teams in primary and elementary schools of the Western Cape Education Department of South Africa and Massachusetts in the United States of America, in assisting educators of learners with special needs in mainstream schools.

Genderkompetenz umfasst die Fähigkeit und Motivation zur kritischen Reflexion sozialer, geschlechtsbezogener Zuschreibungen auf Grundlage des Wissens über ihre Entstehung und ihre gesellschaftlichen Auswirkungen sowie zu einer Anwendung des Wissens, mit welcher das eigene Handeln zu einem Abbau von Ungleichheiten in den Geschlechterverhältnissen beiträgt. Kritisiert werden u. a. eine Beliebigkeit des Begriffs und die Individualisierung struktureller Gründe sozialer Ungleichheit, die vor allem durch den Bezug zum Kompetenzbegriff naheliegt.

Tam, Sin Yu Ophelia. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 203-209). / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction --- p.1 / Scope of study --- p.1 / The policy change in the context of the education system in Hong Kong --- p.4 / Theoretical discussion and literature review --- p.10 / Definition of terms --- p.10 / Multicultural education --- p.16 / Newspaper coverage of South Asians in Hong Kong --- p.22 / My methodology and its problems --- p.26 / My involvement in the field --- p.26 / Areas of study --- p.30 / Methodological problems --- p.32 / Summary of chapters --- p.37 / Chapter Chapter 2 --- Historical and Socioeconomic Context of South Asians in Hong Kong --- p.40 / Introduction --- p.40 / Socioeconomic situation of South Asians --- p.43 / Occupational pattern --- p.43 / Language spoken --- p.47 / Educational attainment --- p.50 / Discrimination and legislation --- p.56 / Concluding remarks --- p.58 / Chapter Chapter 3 --- The Educational Opportunities and Education Systems for Ethnic Minorities in Hong Kong --- p.60 / Introduction --- p.60 / Medium of instruction in history --- p.61 / Education systems in Hong Kong for ethnic minorities --- p.69 / Three types of schools based on the medium of instruction --- p.69 / The fieldsite school - a case study --- p.75 / The policy change --- p.80 / The school place allocation system for ethnic minorities --- p.81 / Concluding remarks --- p.84 / Chapter Chapter 4 --- Views of the Education and Manpower Bureau --- p.87 / Introduction --- p.87 / Background --- p.88 / Promoting integration --- p.90 / School closer to home --- p.97 / The principle of equal opportunities --- p.98 / More choice of schools --- p.102 / Concluding remarks --- p.104 / Chapter Chapter 5 --- Views of the Concern Group --- p.107 / Introduction --- p.107 / "Background: The meaning of ""integration""" --- p.107 / Better Chinese language skills? --- p.112 / Lack of resources and long-term planning --- p.115 / Are closer schools an advantage? --- p.121 / More choice of schools? --- p.122 / What is equal opportunity? --- p.125 / Results of a survey done by the concern group --- p.127 / Concluding remarks --- p.129 / Chapter Chapter 6 --- Views of the South Asians Apart from the Concern Group --- p.133 / Introduction --- p.133 / Background --- p.134 / English as an international language --- p.137 / Is Chinese reading and writing skill irrelevant? --- p.140 / Ability to support their children's study --- p.143 / Racial discrimination --- p.149 / Cultural assimilation --- p.153 / Parents who supported the new policy --- p.155 / Concluding remarks --- p.158 / Chapter Chapter 7 --- Views of Other Parties --- p.162 / Introduction --- p.162 / Non-Chinese Speaking schools --- p.162 / Principals and teaching staff --- p.164 / The mass media --- p.167 / University experts on education policy --- p.172 / Unison Hong Kong --- p.174 / Concluding remarks --- p.176 / Chapter Chapter 8 --- Conclusion: Multicultural in Education in Hong Kong --- p.180 / Summary --- p.180 / Versions of multiculturalism in Hong Kong --- p.183 / The Education and Manpower Bureau --- p.186 / The concern group --- p.190 / The South Asians --- p.192 / Implications of multiculturalism in Hong Kong --- p.195 / Concluding remarks --- p.200 / Reference