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Dissertations / Theses on the topic 'Inclusive Curriculum'

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Published: 4 June 2025

Last updated: 1 August 2025

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1

Duke, Jennifer Kay. "Powering a curriculum for all : a critical ethnographic study of inclusive education." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75651/1/Jennifer_Duke_Thesis.pdf.

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This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary School. The project used a critical ethnographic approach with a variety of data collection methods and analysis. For example, the use of work diaries, semi-structured interviews, document analysis and observation. These leadership practices were found to be relevant to the development of inclusive schools for all learners.The most powerful leadership practices found were those used by the leader to challenge, interupt and

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Otukile-Mongwaketse, Mpho Esther. "Implementing inclusive education in Botswana primary school settings : an exploration of teachers' understandings of curriculum, curriculum adaptations and learners who have learning difficulties." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3435.

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Mainstream education was declared by the government of Botswana as a priority for educating learners with special educational needs especially those with Learning Difficulties - LD since 1984. The Revised National Policy on Education (1994) articulates governments‟ commitment to the education of all children, advocating for an inclusive education as much as is feasible. This study is an exploration of what teachers do in their schools and/or classrooms to implement inclusive education particularly looking at how they understand curriculum, curriculum adaptations and what they do to differentia

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Zagona, Alison, and Alison Zagona. "Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624294.

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This study investigated how educators support students with significant disabilities to access the grade-level literacy curriculum within inclusive classrooms. Examination of multiple data sources across four classroom contexts revealed a comprehensive understanding of the educators' beliefs and practices in implementing inclusive education. The educators fulfilled specific roles and collaborated to support the focus students. The findings also illustrated an alignment between the class instruction and how the focus student was supported to participate in the whole and small group activities

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Marshak, Lisa R. "Curriculum enhancements in inclusive social studies classrooms effects on students with and without disabilities /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3040.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 285. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 276-284). Also issued in print.

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Park, Jeong Sun. "PROPOSAL FOR A CULTURALLY AND ETHNICALLY INCLUSIVE CURRICULUM DESIGN IN KOREAN DANCE HIGHER EDUCATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/441025.

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Dance<br>Ph.D.<br>Korea is undergoing a rapid transformation into a multiethnic society because of the influx of migrants (Kim, 2008; Han, 2007). In response, efforts to adopt multiculturalism gathered by the Korean government, and the field of education has not been an exception. (Lee & Kim, 2012; Chung 2012). While many efforts have been made to integrate multiculturalism into education, multicultural dance education programs at undergraduate institutions are non-existent or underdeveloped. This study proposes a multicultural dance education program to be considered for implementation as a r

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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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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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Ihedinma, Augustine Uzoma. "Reconstructing the religious knowledge curriculum in Nigeria : a study of inclusive education and pedagogical reform." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020463/.

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This thesis examines the religious knowledge curriculum for junior secondary schools in order to contribute to and reinforce the implementation of the national curriculum as recommended by the national policy on education which favours a more inclusive curriculum. Literature review on the national policy on education, the national curriculum and a brief empirical study on the views of some stakeholders in Nigerian education point to the need for appropriate implementation of Nigeria's educational policies into a curriculum that will help pupils discover that religion can and does contribute to

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Letsela, Lati Martha. "Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/17614.

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Having ratified and signed many international conventions and declarations on mainstreaming gender issues, Lesotho was compelled to review some of its policies and laws to ensure equitable distribution of resources to both female and male citizens in the name of democracy and development. This study sought to establish whether progress has been made in the field of education in promoting gender sensitivity and removing gender bias and stereotypes, which among other things, manifest themselves in textbooks through textual messages and images. Taken as one of the agents of socialisation in Lesot

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Sene, Marta Regina [UNESP]. "Aulas de arte: reflexões sobre currículo, docência, criatividade e a escola inclusiva." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/145010.

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Macena, Janaina de Oliveira [UNESP]. "A diversidade cultural no currículo e na concepção de docentes: caminhos inclusivos em discussão." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151289.

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Submitted by JANAINA DE OLIVEIRA MACENA null (janaina_macena@yahoo.com.br) on 2017-08-04T21:22:00Z No. of bitstreams: 1 Janaina de Oliveira Macena_Dissertacao_Psicologia_Unesp_versao final (2).pdf: 2788370 bytes, checksum: dc70324004f7012ba26a1ff79c95ca93 (MD5)<br>Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-08-07T20:35:30Z (GMT) No. of bitstreams: 1 macena_jo_me_bauru.pdf: 2788370 bytes, checksum: dc70324004f7012ba26a1ff79c95ca93 (MD5)<br>Made available in DSpace on 2017-08-07T20:35:30Z (GMT). No. of bitstreams: 1 macena_jo_me_baur

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Reavis, Lauren J. "Art teacher preparation for teaching in an inclusive classroom a content analysis of pre-service programs and a proposed curriculum /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-215223/.

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Thesis (M.A. Ed.)--Georgia State University, 2009.<br>Title from file title page. Melody Milbrandt, committee chair; Melanie Davenport, Kevin Hsieh, committee members. Description based on contents viewed Feb. 22, 2010. Includes bibliographical references (p. 73-78).

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Ledwaba, Raesetja Gloria. "Teacher training guidelines for curriculum differentiation in a Foundation Phase programme." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65439.

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Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse needs of learners in schools have implications for teacher training, as it demands a shift from the traditional “one-size-fits-all” approach to a more inclusive approach. Because teachers play a significant role in addressing diversity among all learners, several teacher-training programmes have been implemented worldwide since the inception of inclusive education. The main purpose of these programm

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Kellyman, Carol N. "Perceptions of collaboration among high school general education and special education teachers in inclusive classrooms." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613530.

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<p> The problem that this correlational quantitative survey research study sought to examine was whether perceived secondary school teacher self-efficacy, in terms of collaboration, was related to the level of implementation of inclusion practices within special education classrooms. The purpose of this study was to contribute to researchers' understanding of how collaboration takes place and whether shared leadership theory, as a means of measuring the amount of collaboration that takes place in an organizational environment, can help to explain these processes so that teacher education inclu

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Umayahara, Mami. "In search of inclusive and effective pedagogy : implementing the national early childhood education curriculum in Chile." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020624/.

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Chile launched in 2002 the nation-wide implementation of the early childhood education curriculum designed for children 0 to 6 years of age. The curriculum provides a flexible reference framework centred on expected learning outcomes. This research aims to analyse how Chilean educators are experiencing the new curriculum and how their classroom practice is meeting the needs of diverse groups of children. Within the framework of the sociocultural theory of human development and inclusive education, this research examines the curriculum implementation and the use of inclusive and effective pedag

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Kocsis, Tiffani. "A Critical Analysis of Sexuality Education in the United States| Toward an Inclusive Curriculum for Social Justice." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261402.

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<p> Sexuality education in public schools in the United States excludes a large population of students. These exclusions are due to a long history of legal and economic battles, as well as the politicized nature of adolescent sexuality. This critical interpretive inquiry explored the long history of sexuality education through the lens of economics, law, and psychological paradigms and examined the way in which each of these lenses furthered the exclusion of nonheterosexual males in curricula. Using a framework comprised of critical feminist theory, critical pedagogy, and queer theory, this ma

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Meyer, Bonnie Marie. "Queering Inclusive Excellence: A Currere Exploration of Self, Curriculum, and Creating Change as a Founding LGBTQ Office Director." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami15943843692969.

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Mzizi, N. A., and A. M. Rambuda. "CURRICULUM ADAPTATIONS FOR LEARNERS WITH LEARNING IMPAIRMENTS IN THE FOUNDATION PHASE." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/282.

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Published Article<br>This study reports the findings of the doctoral studies on curriculum adaptations for learners with learning impairments. The researchers conducted a phenomenological study to examine how teachers apply curriculum adaptations for learners with learning impairments in the Foundation Phase through their teaching experience. The sample consisted of 20 Foundation Phase teachers and 22 learners. The authors Interviewed 20 teachers and observed interactions between teachers and learners as well as between learners. The findings suggested that although most teachers (18) c

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Gallagher, Jeanine E. "Understanding curriculum planning practices that promote equity and excellence for students with disability." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/94843/1/Jeanine_Gallagher_Thesis.pdf.

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This thesis analyses how primary teachers plan from the Australian Curriculum for students with disabilities as part of their curriculum planning to achieve equity and excellence for all. The researcher used an institutional ethnographic approach to create data maps that visually represented how these teachers navigated across thirty-one curriculum organising texts in their individual and classroom planning. By identifying the complexity of the process, types of texts that were most influential, and the everyday/night work of curriculum planning, leaders can strategically plan to support teach

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Rea, Patricia Jordan. "Comparison of the performance of students with learning disabilities in inclusive classrooms and in pull-out special education programs." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618499.

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The purpose of this study was to investigate the relationship between placement in inclusive and pull-out special education programs and academic and behavior outcomes for students with learning disabilities. Demographic data such as age, gender, ethnicity, socio-economic status, IQ, education level of the mother, years receiving special education services, and years in the school district established comparability of two groups of middle school students. Qualitative and quantitative methods were used to describe two schools and their special education service delivery models, one inclusive an

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Pio, Déborah Nogueira Araújo e. "Currículo e diferença na educação especial em uma perspectiva inclusiva." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8256.

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Reavis, Lauren Jane. "Art Teacher Preparation for Teaching in an Inclusive Classroom: A Content Analysis of Pre-Service Programs and a Proposed Curriculum." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/48.

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Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This conten

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Nde, Evelyn Neh. "Nongovernmental Organizations' Perceptions on Inclusive Education Implementation in Primary Schools : A Comparative Case Study between Cameroon and South Africa." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139934.

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This paper examines, analysis and compares nongovernmental organizations'perceptions on inclusive education implementation in primary schools in Cameroon and South Africa aiming to gain understanding of the challenges nongovernmental organizations (NGOs) face in the implementation phase.

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Ritchey, Alicia D. "Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/789.

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The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009). The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation

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O'Brien, Christopher. "INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3339.

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For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placement

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Boyd, Nicole. "Two-way dialogue on Akatyerr (desert raisin) in a female Indigenous middle years class: Towards cultural inclusivity in mathematics curriculum and pedagogic practice." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/227141/1/Nicole_Boyd_Thesis.pdf.

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The thesis argues that measurement learning, when adjusted to reflect the cultural and linguistic needs of the student cohort, can be culturally inclusive. The study emphasises the importance of contextualising measurement curriculum and pedagogic practice to students’ interests to promote student agency in their learning. The local knowledge, understanding, and perspectives of Utopia Eastern Anmatyerr and Alyawarr participants were privileged to determine the appropriate ways to contextualise concepts related to Akatyerr (desert raisin) with concepts of measurement. The thesis explains the ch

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Mzizi, Nompumelelo Alzinah. "CURRICULUM ADAPTATIONS FOR LEARNERS WITH LEARNING IMPAIRMENTS IN THE FOUNDATION PHASE IN THABO MOFUTSANYANA EDUCATION." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/250.

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Thesis (Phd. (Education?)) - Central University of Technology, Free State, 2014<br>In this research, the researcher focused on the level of knowledge and skills of foundation phase teachers on curriculum adaptations for learners with learning impairments. The sample consisted of 20 foundation phase teachers and 22 learners. Interviews were conducted with 20 teachers and the researcher observed the interaction between teachers and learners as well as the interaction between the learners themselves. Field notes were also taken during fieldwork. The findings indicated that most teachers und

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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.

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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introdu

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Lopes, Maria Filomena Costa Gouveia de Almeida. "Deficiência mental e inclusão: opiniões e percepções dos professores sobre os princípios e as práticas inclusivas aplicadas aos alunos com deficiência." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/3879.

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Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor<br>O tema central desta investigação trata da problemática da Inclusão dos alunos com NEE (Necessidades Educativas Especiais) portadores de DM (Deficiência Mental) nas escolas do ensino regular e insere-se num estudo quantitativo das opiniões e percepções dos professores sobre os princípios e as práticas inclusivas aplicadas a esses alunos. O trabalho estruturou-se em du

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Kwayisi, Frederick Ntow. "A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003588.

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A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The chal

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LO, HUEI-WEN ANGELA. "A MAPPING STUDY: CHARACTERISTICS OF PROFESSIONAL ONLINE INSTRUCTORS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1120061714.

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Ojionuka, Arthur N. "Nigerian Educators' Attention-Deficit Hyperactivity Disorder Knowledge and Classroom Behavior Management Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2224.

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This correlational study assessed Nigerian educators' knowledge about attention deficit/hyperactivity disorder (ADHD) and inclusive classroom management practices when serving students with ADHD. Specifically, the study examined the predictive correlation between teachers' demographic characteristics, including years of teaching experience, level of education, and knowledge about ADHD, as well as how their knowledge informed their choice of behavior management interventions. Teachers are accountable for pedagogical responsibilities including maintenance and management of a learning environment

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Lourenço, Katia Regina Conrad. "Políticas públicas de inclusão: o surdo no sistema de educação básica regular do Estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9749.

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Made available in DSpace on 2016-04-27T14:31:15Z (GMT). No. of bitstreams: 1 Katia Regina Conrad Lourenco.pdf: 1436350 bytes, checksum: 1f0de03509f13df09b0ce168bcf670de (MD5) Previous issue date: 2013-12-03<br>This dissertation, shod in public policies of inclusive education, aims to investigate how far applicability of the same has been happening in a municipality in the State of SÃ£o Paulo from the point of view of the Deaf student. The history of inclusive education presents major changes and transformations in the course of the history of this nation. Since the 19th century this proposal

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Oliveira, Marileide Antunes de [UNESP]. "Educação inclusiva: uma análise crítica da prática pedagógica de uma professora de sala de recursos." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/97482.

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Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-03Bitstream added on 2014-06-13T19:37:45Z : No. of bitstreams: 1 oliveira_ma_me_bauru.pdf: 596687 bytes, checksum: 49ee352c41b6bf4901fcc87257a61fbf (MD5)<br>Universidade Estadual Paulista (UNESP)<br>No contexto da educação inclusiva, devem ser garantidos a todo e qualquer aluno o acesso e permanência no processo educacional por maiores que sejam as suas diferenças. Assim, este estudo teve como objetivo caracterizar o funcionamento de uma sala de recursos e realizar intervenção junto a um

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Pieterse, Glynis. "Establishing a framework for an integrated, holistic, community based educational support structure." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1158.

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The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an eff

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Oliveira, Marileide Antunes de. "Educação inclusiva : uma análise crítica da prática pedagógica de uma professora de sala de recursos /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/97482.

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Orientador: Lúcia Pereira Leite<br>Banca: Anna Augusta Sampaio de Oliveira<br>Banca: Rosimar Bortolini Poker<br>Resumo: No contexto da educação inclusiva, devem ser garantidos a todo e qualquer aluno o acesso e permanência no processo educacional por maiores que sejam as suas diferenças. Assim, este estudo teve como objetivo caracterizar o funcionamento de uma sala de recursos e realizar intervenção junto a uma educadora especialista para auxiliá-la na implementação de ações educacionais inclusivas. A pesquisa teve como participante uma professora de sala de recursos lotada em escola da rede p

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Burholm, Anna. ""Jag tror inte de har en susning om hur bra vi löst det" : undervisningsorganisationen för integrerade elever mottagna i grundsärskolan med undervisning i grundskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19651.

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Syftet med studien var att undersöka hur lärare och rektorer organiserar undervisningen för den integrerade grund-särskoleeleven samt vilka förutsättningar för inkludering som finns. Med hjälp av klassrumsobservationer och in-tervjuer söktes svar på följande frågeställningar: Hur organiseras undervisningen, vilka förutsättningar för inkludering finns, hur beskriver lärare och rektorer samarbetet mellan lärare, resurspersoner och speciallärare samt vilken kunskap om grundsärskolan finns på skolorna? Teoretisk förankring utgörs av Lundgrens ramfaktorteori (1972), relationell pedagogik enligt Asp

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Pujades, i. Beneit Ramon. "La Síndrome de Gilles de la Tourette i la seva incidència en els processos educatius escolars." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/390944.

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OBJECTIUS GENERALS I ESPECÍFICS Els objectius generals d’aquesta recerca consisteixen a recollir i analitzar, la problemàtica d’inserció escolar de l’alumnat afectat per la Síndrome de Gilles de la Tourette (ST) tant pel que fa a l’aprenentatge com a la socialització i les estratègies indicades per enfrontar-la alhora que recollir i analitzar les fortaleses d’aquest alumnat a partir de la literatura disponible i del treball de camp realitzat a les escoles i a la Fundació Tourette. Atès que es tracta d’una investigació orientada a la transformació, és objectiu d’aquesta recerca proporcionar a e

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Falkenberg, Carol Ann. "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/298.

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This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought

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Hung, Hui-Lin. "Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students' academic challenges." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1226779218.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 25, 2010). Advisor: Eunsook Hyun. Keywords: International/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy. Includes bibliographical references (p. 278-301).

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Albuquerque, Rodrigo Bittencourt. "Direitos de aprendizagem, currículo crítico emancipatório e inclusão: proposta de reorganização curricular do componente História na Rede Pública de Ensino do Município de São Paulo." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21417.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-17T12:17:35Z No. of bitstreams: 1 Rodrigo Bittencourt Albuquerque.pdf: 563428 bytes, checksum: 20fabd29c6f10cae06c19c0e1cdb8355 (MD5)<br>Made available in DSpace on 2018-09-17T12:17:35Z (GMT). No. of bitstreams: 1 Rodrigo Bittencourt Albuquerque.pdf: 563428 bytes, checksum: 20fabd29c6f10cae06c19c0e1cdb8355 (MD5) Previous issue date: 2018-03-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The school curriculum is much more than thinking about what to teach, it is also from the reality of the learnin

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Risley, Robert Michael Kevin. "A proposal for using a literature-based functional curricula for primary moderate cognitively delayed learners." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1864.

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Coetzee, Sarah Johanna. "Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6800.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper

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Villines, Meredith. "Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/425.

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Inclusion of children with disabilities in early childhood settings remains a goal for many early care and education centers and professionals. In this study, the perceptions of supports needed to accomplish this goal were examined. Early childhood teachers from a university-based child care center, which is inspired by the schools in Reggio Emilia, Italy, were interviewed and asked to explore their feelings and thoughts on fully including children with disabilities in their classrooms. An examination of their perceptions led to the identification of four major themes: a) everyone is valuable

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Resende, Adélia de Jesus Jacinto. "Supervisão da gestão curricular flexível para uma escola inclusiva." Doctoral thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/12158.

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Doutoramento em Didática e Formação<br>Os desafios com que a escola da atualidade é confrontada, devido à diversidade da população que a constitui e às sucessivas mudanças que perpassam a sociedade contemporânea, exigem da mesma respostas curriculares contextualizadas. Neste sentido, a Supervisão dos processos de Gestão Curricular Flexível configura-se como uma mais-valia podendo constituir-se um dos meios mais eficazes para a construção de uma Educação Inclusiva numa perspetiva de Escola para Todos. Neste âmbito, o presente estudo tem como principais finalidades aprofundar o conhecime

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Pu, Jaan H. "Inclusive curriculum design: application to open channel hydraulics module." 2017. http://hdl.handle.net/10454/12540.

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No<br>This study investigates an inclusive curriculum design based on student-centred approach. This proposed design approach has been applied to Open Channel Hydraulics module (CSE6008-A) at School of Engineering, University of Bradford, United Kingdom. This paper will introduce in step-by-step manner the full curriculum design and how the student-centred approach is being adapted in each step of the design. The required criteria will be designed based on learning outcomes design, curriculum organization, assessment strategies and student achievement evaluation. Besides, a key discussion will

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Mthethwa, Gerald Simangaliso. "Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment." Thesis, 2008. http://hdl.handle.net/10530/341.

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Submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum & Instructional Studies at the University of Zululand, 2008.<br>The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which principals know about inclusive education and a child with special educational needs. The second aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence

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Muzata, Kenneth Kapalu. "Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia." Thesis, 2017. http://hdl.handle.net/10500/24571.

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A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the involvement of those who implement it. Teachers in particular are the ‘engine’ of curriculum success but can also be the architects of its downfall. Zambia launched the 2013 curriculum framework in January 2014. However, with a worldwide historical trend of discrimination against disability and to some extent against teachers of learners with disabilities, it was imperative to

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Chen, Tsai-Hui, and 陳彩慧. "Research into Implementation of Multicultural Curriculum in Pre-school Inclusive Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/mu9hq9.

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碩士<br>國立臺東大學<br>進修部暑期幼兒教育碩士班<br>104<br>This study aims to explore how to develop and implement the concept of multicultural curriculum in pre-school inclusive class, and to explore the changes in cognitive, affective and behavioral aspects of the pre-school children toward children with special needs after the implementation of the concept of multicultural curriculum. The results of this research are 1) the development of the concept of multicultural curriculum, 2) the teaching process of picture books for special children in the multicultural concept, 3) the building of multicultural atmosph

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陳維縈. "Effect of the Inclusive Curriculum on Elementary Gifted Students' Prosocial Behavior." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/52248951399252317424.

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碩士<br>臺北市立大學<br>特殊教育學系碩士班資賦優異組(日)<br>102<br>This study aimed to investigate the influence of implementing special education inclusion curriculum towards primary school gifted students’ prosocial behavior. The study subjects are 8 fourth-grade gifted students in the school in Taipei City in which the researcher is teaching. Qualitative data analysis were conducted based on in-class observation, students’ reflection journals, interview with students and other relevant materials during 8 weeks implementation period of special education inclusion curriculum to investigate the students’ mental prog

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