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Dissertations / Theses on the topic 'Inclusive classroom'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Elvey, Moya. "Implementing inclusion : classroom journeys." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/170931.

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This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of

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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal oppor

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3

Thompson, Megan. "Inclusive Practices for the General Music Classroom." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1252.

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The purpose of this survey was to find patterns in methods elementary general music teachers use to create a successful environment in the inclusive music classroom. Twenty-four participants completed the survey. The most frequently used accommodation and modification methods were considered a part of the participants' regular teaching practice. The participants also indicated they did not collaborate with other teachers very often, which conflicted with findings from other studies. Further research would benefit from a larger sample size to make results more generalizable.

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Beggs, Sara. "Common Core Teaching Strategics in the Inclusive Classroom." Thesis, Chapman University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635476.

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<p> In this qualitative case study, intersectionality of strategies for teaching in an inclusive classroom with students with disabilities and strategies for teaching the Common Core State Standards (CCSS) will be explored. A gap in the literature demonstrated a need for further research in the area of CCSS for students with disabilities and more particularly how students in an inclusive program access CCSS. In order to research the possible intersectionality of CCSS and inclusion of students with disabilities in education the use of qualitative case study methodology through the analysis of i

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Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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Li, Songze. "K-12 STEM Educators and the Inclusive Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.

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The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunit

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Ellerbrock, Rebecca S. "Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

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Ellis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.

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As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers'

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Dixon, John A. "A Description of Instructional Practices in Inclusive Classroom Settings." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29883.

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This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusi

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Clemens, Cynthia Louise Jr. "Ecological Context of Friendship Development in an Inclusive Classroom." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/31094.

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The purpose of this study was to create a detailed description of the ecological context of friendship development in an inclusive classroom. Of specific interest, was the friendship development of a target child with a diagnosed special need. This topic was investigated from multiple perspectives: the researcher/observer, the target student and her peers, the teacher, and the principal. The goal of the investigation was to identify the perceptions of these individuals in relation to the following issues: supports and resources, the ecological context of the classroom, and activities wh

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Darling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.

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Romero, Marilyn. "Finding the dominant characteristics that contribute to effectively implementing best practices in primary inclusion classrooms using the inclusive classroom profile (icp)." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/611.

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In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florid

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Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.

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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Revie

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Chaney, Jennifer L. "Autism in the inclusive classroom implications for public school practice /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Chaney_JMIT2010.pdf.

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Naong, M. N., and C. M. Mateusi. "Overcoming inclusive classroom challenges for teachers : a Lesotho case-study." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/661.

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Published Article<br>Teachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores this challenge and how it impacts on teachers' abilities to deal it, and further recommend some teaching strategies to overcome it. An Attitudes Toward Inclusive Educational Scale (ATIES) questionnaire was adapted in this paper for the collection of data from 211 randomly-selected teachers from the Maseru and Berea districts of Lesotho. Findings as reported

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Ethabti, Mohamed. "Inclusive education? : disability, culture, teaching and classroom management in Libya." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27177/.

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Inclusive education is a recent phenomenon in the education system in Libya. It is about giving equal educational opportunities to all students, whether with disabilities or, not in the mainstream school or classroom. Schools are considered as social institutions that should endeavour to enhance all children’s lives through appropriate teaching and learning practices. However, the school culture, which is generally defined as ‘how things are done here’ is vital for the promotion of inclusive education. The aim of this study were to explore teachers’ perceptions and attitudes towards inclusive

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Monney, M. (Mariette). "“Hearing” the signs:influence of sign language in an inclusive classroom." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201709062814.

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Finding new methods to achieve the goals of Education For All is a constant worry for primary school teachers. Multisensory methods have been proved to be efficient in the past decades. Sign Language, being a visual and kinesthetic language, could become a future educational tool to fulfill the needs of a growing diversity of learners. This ethnographic study describes how Sign Language exposure in inclusive classroom affects hearing children. The comprehensive literature review discusses well-known educational theories such as The theory of Multiple Intelligence by Howard Gardner. The theoret

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MacCarthy, Nicole P. "Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/803.

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Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teachi

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Pearce, Michelle. "Towards inclusive standards." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/241.

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The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice a

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Binjaweer, Maitha Abdullah. "TEACHERS’ KNOWLEDGE, PERCEPTIONS, AND PRACTICE OF INQUIRY WITHIN AN INCLUSIVE CLASSROOM." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1407.

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The purpose of this study was threefold: (a) to explore teachers’ knowledge and beliefs about inquiry within an inclusive classroom, (b) to determine teachers’ perceptions of the influence of inquiry within their practice, (c) to examine teachers’ challenges and barriers to implementing inquiry within an inclusive classroom. This in-depth case study employed interviews, observations, and focus group discussions to gather qualitative data concerning this phenomenon. The participants included three science teachers (two elementary, one middle school) and one middle school Social Studies and Engl

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Cunningham, Matthew P. "Intergroup Relations in Inclusive Classrooms| The Development and Validation of the Intergroup Relations Classroom Environment Scale (IRCES)." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718206.

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<p> Before the Education for All Handicapped Children Act (1975), most efforts to educate students with disabilities happened in isolation. Within the last 40 years, a growing number of districts and individual schools have experimented with inclusive models in hopes of successfully educating students with and without disabilities in the same classrooms; however, general education students still hold negative attitudes toward students with disabilities. The contact hypothesis of intergroup contact theory postulates that prejudicial attitudes toward out-groups can be alleviated if the following

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Kaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.

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Ko, Cherry Chia Ling. "Understanding an inclusive classroom environment for a student with Down dyndrome /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17981.pdf.

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Kuhnert, Annalise. "Exploring the assessment process in an inclusive classroom : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/97584.

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Thesis (Med) -- Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: A problem facing many educators in inclusive classrooms is the process of assessment. This study explores the assessment process in an inclusive classroom (that is, classroom-based assessment) and the learners' experience of it. A qualitative research study was done at a private (community) primary school, using a case study approach. A combination of data collection and analysis methods was used. The qualitative nature and context of the study prohibit generalisations and confine findings largely to this study. Assessm

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Jakobsson-Åhl, Teresia. "Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim of the study is to problematise how to empower mathematics students in inclusive classroom practice, as implicitly understood in a nationwide professional development programme, i.e., the Boost for Mathematics, in Sweden. The aim is addressed by the following research question: What types of empowering ideas are conveyed in the Boost for Mathematics? The data of the study were collected from supporting materials for

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Bailey, Donisha Noel. "The Collaboration Experiences of Elementary School Intervention Specialists in Inclusive Classroom Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6519.

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Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to unde

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Cameron, Brenda. "Teachers' narratives surrounding challenging behaviour in inclusive classroom settings : research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/3099.

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Special education has undergone significant restructuring in New Zealand in recent years and the majority of students presenting with challenging behaviour are now in inclusive educational settings. This study investigates how teachers use narrative to make sense of challenging behaviours in their professional lives; in doing so it focuses attention on the importance of listening to teachers' voice. I argue that key episodes and epiphanal experiences inform teachers' practice when working with challenging behaviour and that narrative inquiry and the illumination of life expenences, encourages

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Sproul, Janene. "Visual light hypersensitivity, classroom digital media and inclusive pedagogy: Untangling the maze." Thesis, Sproul, Janene (2019) Visual light hypersensitivity, classroom digital media and inclusive pedagogy: Untangling the maze. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/57292/.

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Visual light hyper-sensitivity (VLH) is a sensory state in which light causes an abnormal reaction leading to intermittent or consistent discomfort, nausea, migraine and even seizure. Technological development has encouraged digital media-rich classrooms, altering the way in which visual information is accessed by students from traditional light reflective tools to light emitting devices. The possibility exists that this increase in light exposure within our classrooms is an invisible dis-abling mechanism for many students, decreasing cognitive ability and increasing discomfort. Using the pers

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Bello, Aishatu Haruna. "Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: a case study of Mthatha district, Eastern Cape, South Africa." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007198.

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This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides

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Yoakum, Carrie Mae. "High School Teachers and Support Staff's Attitudes toward Students with Disabilities in the Inclusive General Education Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609119/.

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Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and s

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Grace, Christina. "Teacher self-efficacy and inclusive practice : an exploration of educator self-efficacy with regards to inclusive practice within the mainstream classroom." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2582.

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Teacher self-efficacy (TSE) is theorised to underlie teacher effort, resilience in practice, and persistence when teaching pupils experiencing difficulties with learning (Bandura, 1997; Gibson & Dembo, 1984). Pupils categorised as having ‘special educational needs’ (SEN) experience difficulties with learning and have disproportionately poor outcomes in comparison to their peers (Department for Education, 2011). Researching TSE and any potential relationship/s between this and practice promoting the inclusion of pupils with SEN may contribute to understanding these poorer outcomes and perhaps i

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Kasa-Hendrickson, Christi Rae. "Participation in the inclusive classroom: Creating success for non-verbal students with autism." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Burke, Sharon L. "Training teachers to manage students with Asperger's syndrome in an inclusive classroom setting /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18299.pdf.

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Ellis, Lori L. (Lori Luann). "Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278925/.

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This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.

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Coulter, Emily. "Autism spectrum disorders and the general education classroom strategies for cognitive and social inclusion /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Coulter_E%20MITthesis%202007.pdf.

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Brown, Catherine R. "Best practices for the English language learner and the special education student in the inclusive classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CBrown2006.pdf.

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Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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Deysel, Sanet. "Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6834.

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The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2

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Reis, Elizabeth A. "THE EFFECTS OF PICTURE ACTIVITY SCHEDULES ON TRANSITION TIMES IN AN INCLUSIVE PRESCHOOL CLASSROOM." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/65.

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This study determined the effectiveness of using picture activity schedules with preschoolers who exhibited disruptive behaviors in an inclusive setting during transition times in a public preschool. The participants in this study were three male and one female student, ages 3 years to 5 years, who were enrolled in an inclusive public preschool. All children are Caucasian. Three of the children had an individualized education plan including goals for speech and social-emotional concerns. One child was typically developing and did not have an individualized education plan. The study method used

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Avery, Sonya Yvette. "Teachers' Stage of Concern and Self-Efficacy Regarding Teaching Students in an Inclusive Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3655.

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Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social c

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Moore, Jessica L. "An Evaluation of the Individualized Behavior Rating Scale Tool (IBRST) in Inclusive Classroom Settings." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7860.

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One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results

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Au, Mei-lin, and 區美蓮. "The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196524.

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The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of SEN students in the inclusive classrooms. 4 classes of Form 1 students were randomly assigned to either control groups (n=65) or experimental groups (n=58). The social cognition training on perspective-taking skills and empathy can help to initiate working relationship but failed to enhance the social interaction of the students in play. The results did not demonstrate any changes obtained on other measures of perceptions or behaviors. On the o

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Rakholile, Mookho Emily. "The difficulties that teachers experience related to teaching in inclusive classroom settings / Mookho Emily Rakholile." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2538.

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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

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Thesis advisor: Lauri Johnson<br>Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of

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Beyer, Wanda. "Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild Disabilities." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1590.

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Livingston, Christine. "Get him out of my classroom the effectiveness of the inclusion for students with EBD /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003livingstonc.pdf.

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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.<br>Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).

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Elloker, Sakeena. "Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environment." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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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 investigat

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Neal, Tracy E. "Are we friends on both sides of the window? Do inclusive practices inside the classroom transfer to social interactions outside of the classroom?" Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538513.

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<p> The purpose of this qualitative case study was to examine how inclusive classroom supports in one particular public elementary school extend to recess. As a future classroom teacher, my goal is to strengthen my understanding of children with social disabilities and the supports I can provide to those students, as well as their peer group, for positive social interaction inside and outside of the classroom. I collected data through two semi-structured qualitative interviews with a fourth grade teacher of an inclusive school. Informal interviews were also conducted with the classroom's teach

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Beaumont, Natasha. "Multimodal language and learning: Drama as EAL/D pedagogy in the early primary classroom." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22696.

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Abstract:

This paper is a qualitative exploration of the experiences of three English as an additional language or dialect (EAL/D) Year 1 students and their classroom teacher. The study interprets their engagement in socio-dramatic roleplay as a form of oral and written literacy instruction. Analysis centres around the body language and classroom conversations of participants, as well as the pedagogic strategies implemented. The methodologies used are hermeneutic phenomenology and narrative interpretation. Human personalities are impossible to represent using purely quantitative means. Stories, however

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