Dissertations / Theses: 'Inclusive policies for schools'

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Martinez, Madrid D. (Diego). "Implementing inclusive education in Namibian primary schools: from policies to practice." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201506061809.

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This study set out to explore the issues of inclusive education in primary education in Namibia. The specific research questions were: 1. How does Namibia address the issue of inclusive education in its educational policies and practices? 2. What are the main successes and challenges in the implementation of inclusive policies? The research is a qualitative study and the data consists of the analysis of current Namibian policy documents related to inclusive education and interviews of seven Namibian experts in the field of education. The data was analysed by applying content analysis approach. The theoretical framework consists of theories of inclusion and inclusive education as well as the concepts and aims of Education for All global approach. The findings show that Namibia has made relevant progress in universal access to education with the percentage of 99,6% in 2012. This is particularly significant taking into account the legacy of Apartheid, which ended after Namibia gained independence only twenty-five years ago. Another area of success is gender equality, which interviewees reported to have been achieved with the exception of two regions. At the moment it seems that more attention needs to be paid to boys, as girls seem to do better in school and stay in school longer than boys. Quality of education is a source of much concern in Namibia. The diversity of languages and ethnic groups as well as life circumstances makes it challenging to organize inclusive relevant education for all. The language of instruction is a debated topic and forms a different challenge in urban and rural areas. There is also a shortage of qualified teachers and relevant, culture-sensitive teaching materials in all the local languages. In principle education is free of charge but some other expenses cause difficulties for children from poor backgrounds. HIV has had dramatic effects on society increasing the number of orphans and children who are responsible for their younger siblings, which has an effect on school performance. Community involvement was emphasizes as a condition to increase inclusion. Namibian educational policies demonstrate commitment to educational development with a special concern regarding inclusive education. However, there are gaps between policy and its implementation. Interviews emphasised that efficient policy guidance and monitoring is needed to identify the bottlenecks in implementation and to plan concrete actions to develop inclusive education further.

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Sayser, Nickfred Johane. "Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4222.

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Magister Educationis - MEd
The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge to schools and institutions is that there is no measuring instrument against which schools can measure their own development, and which can inform the process they embark on. Against this backdrop this study aimed at developing an instrument that could guide schools through the process of becoming more inclusive. The question that this study seeks to answer is: What are the indicators that can be used to evaluate the development of inclusive practices in mainstream schools in the Western Cape context? Methodologically the study is set in a qualitative research paradigm that employed a participatory action research method (PAR), that matches the spirit of democracy that permeates the society in which participants in study found themselves in. In-depth interviews were used to pursue the aim of the study. Inclusive education is described in literature as an elusive and contentious concept. This description resonated well with the findings of this study as participants conceptualised inclusive education in a variety of ways. The study explored the three interconnected dimensions of inclusive education to direct the development of inclusive education in a school. This exploration yielded a variety of indicators for each dimension that were categorised in general indicators and more specific indicators. These general and specific indicators, as were foregrounded by the participants, were then collated in an instrument that the stakeholders of the school could use to support and monitor the implementation of inclusive cultures, policies and practices in their school.

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Isaacs, Bernita. "Exclusion by design: A constitutional analysis of admission policies and practices in selected Cape Town schools." University of the Western Cape, 2019. http://hdl.handle.net/11394/7020.

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Magister Educationis - MEd
School admission policies are powerful tools that can sometimes contain provisions that are in conflict with the Constitution of the Republic of South Africa and other legislation and policies which regulate education in South Africa. Provisions relating to fees, documents required for admission and specific admission practices may have the effect of excluding certain learners from admission to schools. Such practices include charging application fees, charging registration fees, administering admission tests and demanding only specific documents for proof of address. On the face of it, these practices may seem unproblematic, but in effect, they exclude certain learners. This may be contrary to South African Law. Section 36 of the Constitution allows for the limitation of rights. Differentiation or discrimination may be permissible; however, it is unfair discrimination that is prohibited. Consequently the constitutionality of these policies and practices investigated are measured against the protection afforded by the Constitution. This study identifies some of these exclusionary provisions and practices at schools and proposes possible ways to eradicate and combat them. Because the exclusion of learners, whether through school admission policies or practices, may unjustifiably encroach upon the rights of such learners, this is an investigation into a legal issue and a legal theoretical lens must, therefore, be used to address this phenomenon. This qualitative study thus determines whether or not, and if so, how school admissions policies function to exclude learners from schools. The research is based on the comparative analysis of various public documents including the Constitution; legislation; judicial decisions; awards of cases of the Education Labour Relations Council (ELRC) and policies of the Western Cape Education Department school admission policies and practices from five high schools and five primary schools in the Western Cape were sampled and analysed. The focus of the research is public schools in the Western Cape Province including specialised schools referred to as focus schools.

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Lourenço, Angélica Aparecida Alves. "Políticas para Educação Inclusiva no Município de Campinas : o que dizem as legislações nacionais e municipais. /." Franca, 2019. http://hdl.handle.net/11449/181368.

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Orientador: Hilda Maria Gonçalves da Silva
Resumo: O presente estudo apresenta a pesquisa, cujo tema é a análise da legislação para educação inclusiva na rede municipal de ensino de Campinas, pois acredita-se que a efetivação da educação inclusiva, com a pedagogia centrada nas necessidades únicas de cada estudante, passa pela elaboração, implementação e análise de políticas públicas educacionais. Assim, o objetivo da pesquisa é investigar como a legislação municipal dialoga com a teoria que influencia práticas inclusivas e a legislação nacional. Para tanto, foi realizada pesquisa bibliográfica e documental com coleta de dados em documentos oficiais, tais como: leis, decretos, resoluções e pareceres nacionais e municipais sobre educação inclusiva. O critério para coleta de dados dos documentos oficiais obedeceu ao recorte de 2008 a 2017 (2008 ano de publicação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva e 2017 ano de início da pesquisa). Os dados foram analisados destacando as alterações de um documento para o outro, sobre as seguintes dimensões do tema educação inclusiva: escola inclusiva, formação de professores e atendimento educacional especializado. As dimensões foram escolhidas a partir do que caracteriza a educação inclusiva como novo paradigma educacional. Já para a orientação teórica, o critério foi o estudo de autores referência no tema, reconhecidos pela comunidade cientifica do país. Após a coleta de dados, os mesmos foram reduzidos de acordo com as dimensões já citadas, com o int... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Current paper presents the research, whose subject is a legislation analysis of inclusive education in the Campinas school department. It is understood that an effective inclusive education, accompanied by a pedagogy focused on the demands of each student, consists into elaboration, implementation and analysis of educational public policies. Therefore, research target is to investigate how the city legislation dialogues with a theory that influences inclusive practices and national legislation. Then, a bibliographic and documentary research has been conducted, with data collection in official documents, such as: laws, decrees, resolutions and city and national reviews about inclusive education. Criteria to collect official documents data considered a clipping from 2008 to 2017 (2008, publishing year of Special Education National Policies from the perspective of Inclusive Education, and 2017, starting year of this research). Collected data were analyzed, highlighting document updates regarding the following items of inclusive education subject: inclusive school, teachers training and specialized education attendance. Items were selected considering what characterizes inclusive education as a new educational paradigm. Regarding theoretical orientation, criteria considered a study of subject's reference authors, recognized by national scientific community. After data collection, information has been reduced according to items previously mentioned, in order to identify how each a... (Complete abstract click electronic access below)
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Santos, Regina Rita da Silva. "Gestão escolar para uma escola inclusiva: conquistas e desafios." Universidade do Oeste Paulista, 2011. http://bdtd.unoeste.br:8080/tede/handle/tede/96.

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This research was carried out to identify actions developed by school management aiming at organizing an inclusive school, in a public school within Presidente Prudente Education Superintendency. The methodology proposed for it comprises the qualitative approach and the research subjects are professionals working in the school divided into the following categories: principal, assistant principal, grade/junior high school pedagogical coordinator and senior high school pedagogical coordinator. To collect the data, individual interviews were held, with previously organized scripts and documental analysis; work plans developed by the pedagogical coordinators; team pedagogical meetings (HTPC) minutes and pedagogical proposal of the school at issue dealing with its daily life and the people involved in it. The collected data were organized and analyzed by means of content analysis, which allowed a definition of the analysis categories. This research showed that the understanding of the concept, the principles which guide the proposal for inclusive education in the school at issue have not been well defined yet by the official managers. In spite of prevailing an understanding of the shared management, the interviewed people did not show the need of that management in the construction of an inclusive school. However, this research suggested that in that school actions for achieving an inclusive education are precise, isolated, and are not, organized, planned or based on the general guidelines of the school.
Esta pesquisa tem por objetivo identificar as ações desenvolvidas pela gestão escolar com vistas a construir uma escola inclusiva, em uma escola pública da Diretoria de Ensino Região de Presidente Prudente. A metodologia proposta envolve a abordagem qualitativa e os sujeitos da pesquisa são constituídos por profissionais que atuam na escola, assim distribuídos: diretor, vice-diretor, coordenador pedagógico do ensino fundamental e coordenador pedagógico do ensino do ensino médio. Na coleta de dados, foram utilizadas entrevistas individuais, com roteiros elaborados previamente e análise documental; planos de trabalho das coordenadoras pedagógicas; atas das HTPCs e proposta pedagógica da escola que tratam do cotidiano da escola e de seus atores. Os dados coletados foram organizados e analisados por meio da análise de conteúdo, a qual permitiu uma definição de categorias de análise. Este trabalho revelou que o entendimento sobre o conceito, os princípios que norteiam a proposta de educação inclusiva na unidade escolar ainda não estão bem definidos para os gestores oficiais. Apesar de prevalecer o entendimento de gestão compartilhada, os entrevistados não mostraram a necessidade dessa gestão para a construção de uma escola inclusiva. Contudo, esta pesquisa concluiu que nessa unidade escolar as ações da gestão para a educação inclusiva são pontuais, isoladas e não estão fundamentadas, organizadas ou planejadas nas diretrizes gerais da escola.

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Kim, Eun Jew. "Inclusive music education in the Republic of Korea: policies and adaptive instruction for general educators of primary school students with disabilities." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/690.

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The purposes of this study were to research the current inclusive practices in primary school music education in the Republic of Korea (ROK), identify issues that hamper optimal inclusion, and develop instructional strategies and recommendations to assist general educators in the accommodation of students with disabilities in their music classes. Analyses of public documents from the government of the ROK reveal that since the enactment of the Special Education Promotion Law (1977), there has been an increase in the number of students with disabilities educated inclusively. The current curricular requirements of the universities of education regarding general educators' music instruction and special education are limited. Furthermore, the government-mandated "Seventh Music Curriculum" (used in every ROK primary school) indicated no accommodation for use with students who have disabilities. Consequently, primary school general educators, while often expected to provide inclusive music instruction, have little preparation or resources available to assist them in making appropriate instructional modifications. Because of the limited pedagogical or research information available within the ROK, additional information regarding the accommodation of students with disabilities was obtained from special education and music education resources in the United States. These resources provided the basis for pedagogical strategies developed for adapted lesson plans for grades three through six. As these findings suggest, initiatives such as improved pre-service and in-service training are needed to prepare general educators in effective instructional methods and accommodations for inclusive music education. In-service training for such teachers could possibly be provided by music therapists if the therapists are fully conversant with the instructional difficulties faced by the teachers. The current development of the Eighth Curriculum by the South Korean government provides an excellent opportunity to include information on students with disabilities within the teacher's manuals. Additional resource materials for the teachers would also be beneficial. Future studies are needed regarding teacher competencies, pre-service preparation, in-service training, and needs assessment regarding inclusive music education.

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Chambal, Luís Alfredo. "A escolarização dos alunos com deficiência em Moçambique: um estudo sobre a implemetação e os resultados das políticas da inclusão escolar (1999-2006)." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10630.

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Fundação Ford
The present research, which was held in 2006/7, had two main goals that complete each other: the first one was to map and analyze the different processes of school experiences offered to handicapped students by the government of Mozambique and the possible results that were reached. The second one was to verify how the school experiences have been happening in different schools, from 1999 (when the government of Mozambique introduced the policy of Inclusive Schools) until 2006. The leading problems were: what were the basic principles, instructions and actions developed by the government of Mozambique to keep handicapped students at schools, as well as the results that were reached with the implementation of national policies, considering the historic period of 1999 to 2006? What organizational and teaching practices were executed by different schools with an incorporation sense with quality to handicapped students? As a result of the delimited problems, the following hypotheses were defined: the policies of inclusiveness developed by the government of Mozambique could not reach the total number of the population of handicapped people at school age; the results obtained with included students do not prove that the access had assured quality of teaching; and that the pioneer schools that adopted this policy of inclusiveness could not effectuate transformations in their structures and dynamics so as to incorporate those students in a qualified way. The data collect about the policies was held through checking official documents about handicapped students experiences at school and through interviews with administrators working at central and regional organs. The data collect at schools, which was held in the second semester of 2006, was possible through school documents and interviews with those who are responsible for four selected institutions. The criteria for selection of schools were: a) to be located in two regions with marked differences in the development of social-economical structure; b) to be pioneers in the process of implementation of the philosophy of school inclusiveness in Mozambique, and c) to be benefited of upper methodological support by Technicians of the CENTRAL STAFF OF THE SPECIAL EDUCATION OF MOZAMBIQUE MINISTRY OF EDUCATION . The statistic data were organized into tables that allowed the visualization of the situation of students with special educational needs in Mozambique. The contents of the interviews were organized and classified according to the aims of the research. They were also analyzed based on the contributions of authors such as Perez Gómez (2001) and Gimeno Sacristán (1998 and 1999), Ferraro (1999b and 2004) and Bueno (1999 and 2005). The present research allowed analysis and evaluation of the implementation of inclusiveness educational policies in Mozambique, characterized by the expressive enlargement of the access to mandatory presence of students at school and, on the other hand, by the non existence of specialized support and services on the flux of school life of handicapped students as well as the application of inconsistent models on the initial and continuing formation of teachers on methodology and inclusive strategies on the public teaching network
A presente pesquisa, levada a efeito em 2006/7, teve dois objetivos que se completam: o primeiro foi o de mapear e analisar os diferentes processos de escolarização oferecidos pelo Governo de Moçambique aos alunos com deficiência, e os possíveis resultados alcançados; o segundo o de verificar como a escolarização tem se dado em diferentes escolas, de 1999, quando o governo moçambicano implantou a política de Escolas Inclusivas, até 2006. Os problemas norteadores foram: Quais foram os princípios básicos, as diretrizes e ações desenvolvidas pelo Governo de Moçambique para escolarização de alunos com deficiência, bem como os resultados alcançados com a implementação das políticas nacionais, considerando o período histórico entre 1999 e 2006? Que práticas organizacionais e de ensino foram efetivadas por diferentes escolas, no sentido da incorporação, com qualidade, de alunos com deficiências? Decorrentes dos problemas delimitados foram definidas as seguintes hipóteses: as políticas de inclusão escolar desenvolvidas pelo Governo de Moçambique não conseguiram atingir a totalidade da população em idade escolar com deficiência; os resultados alcançados com relação aos alunos incluídos não comprovam que o acesso tenha garantido um ensino de qualidade e, as escolas pioneiras na adoção desta política de inclusão escolar não conseguiram efetuar transformações em sua estrutura e dinâmica que incorporassem esses alunos de forma qualificada. A coleta de dados sobre as políticas foi efetivada através da consulta a fontes documentais oficiais sobre a escolarização de alunos com deficiência e por entrevistas com gestores lotados nos órgãos centrais e regionais. A coleta nas escolas, realizada no segundo semestre de 2006, foi efetivada por meio dos documentos escolares e entrevistas com os responsáveis pelas quatro escolas selecionadas. Os critérios para a seleção das escolas objeto da pesquisa têm a ver com o fato de: a) se localizarem em duas regiões com marcadas diferenças de desenvolvimento da estrutura sócio-econômica; b) de serem das pioneiras no processo de implementação da filosofia de inclusão escolar em Moçambique e, c) por isso, terem se beneficiando de maior apoio metodológico de Técnicos da Equipe Central da Repartição de Educação Especial do Ministério de Educação em Moçambique. Os dados estatísticos foram organizados em quadros e tabelas que permitissem a visualização da situação da escolarização dos alunos com necessidades educativas especiais em Moçambique. Os conteúdos das entrevistas foram organizados e classificados de acordo com os objetivos da pesquisa, bem como analisados à luz das contribuições de autores como Perez Gómez (2001) e Gimeno Sacristán (1998 e 1999), Ferraro (1999b e 2004) e Bueno (1999 e 2005). A presente pesquisa permitiu uma análise e avaliação da implementação das políticas educacionais inclusivas em Moçambique, em que se caracteriza, de um lado, pela ampliação expressiva do acesso à escolarização obrigatória e, por outro, por inexistência de apoios e serviços especializados no fluxo de escolarização de alunos com deficiência, além da aplicação de modelos inconsistentes de formação inicial e continuada de professores em metodologias e estratégias de inclusão escolar na rede de ensino público

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Reis, Elisa Helena Meleti. "O surdo na perspectiva inclusiva : acesso, permanência e êxito no ensino (?) /." Franca, 2019. http://hdl.handle.net/11449/182306.

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Orientador: Célia Maria David
Resumo: Em concordância com as legislações vigentes que tratam a Educação Especial na Perspectiva Inclusiva, em especial o surdo público alvo desta pesquisa, o interesse e percurso da mesma originou se da minha prática como alfabetizadora de estudantes com surdez, na rede pública estadual de ensino e posteriormente como docente acadêmica responsável pela disciplina Introdução a Língua Brasileira de Sinais (Libras), onde não visualizava uma prática inclusiva nos contextos onde atuava como alfabetizadora e tão pouco nos discursos dos estudantes em formação universitária. A pesquisa está inserida no campo da inclusão escolar do surdo e apresenta como objetivo geral observar, investigar e analisar a execução da implementação das políticas públicas na perspectiva inclusiva dos surdos, em um município do interior paulista, especificamente na rede regular de ensino público estadual. O lócus da pesquisa foi três escolas públicas da rede estadual, localizadas uma na parte central da cidade e duas na parte periférica cujo critério de seleção se deu pelo fato de serem escolas que possuem estudantes surdos incluídos em classes regulares, nos anos iniciais do ensino fundamental e consideradas inclusivas pela Diretoria Regional de Ensino. Participaram desta pesquisa três gestores, três coordenadores, doze professores, quatro interlocutores, quatro agentes escolares, um funcionário do serviço geral e três merendeiras, atuantes nos contextos educacionais pesquisados. Na perspectiva em estudo, a meto... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: According to the current legislation that deals with Special Education in the Inclusive Perspective, especially the deaf, as the target of this research, the interest and course of this came from my practice as a literacy teacher of deaf students, in the state public school, and later as an academic teacher in charge of the discipline: “Introduction to the Brazilian Sign Language (Libras)”, where I did not see an inclusive practice in the contexts where I worked as a literacy teacher, and also in the speeches of students in university formation. The research is inserted in the field of school inclusion of the deaf and has as a general objective such as observing, investigating, and analyzing the implementation of the public policy in an inclusive perspective of the deaf, in a town in the state of São Paulo, specifically in the regular system of the state public education. The locus of the research was three public schools of this regular system, located one in the central part of the town and the other two in the peripheral part, which the selection criteria was given by the fact that they are schools that have deaf students included in regular classes, in the starting years of elementary education and considered inclusive by the Regional Board of Education. Three managers, three coordinators, twelve teachers, four interlocutors, four school agents, one general service employee and three cooks participated in the study. In the perspective under study, the methodology used was... (Complete abstract click electronic access below)
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Gomes, Aline Morais Mizutani. "O psicólogo na rede pública de educação: possibilidades e desafios de uma atuação na perspectiva crítica." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-04062012-153035/.

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Esse estudo buscou identificar e analisar as práticas desenvolvidas por psicólogos da rede pública de Educação, visando compreender desafios e possibilidades presentes no processo de construção de uma atuação coerente com as discussões presentes na literatura da área de Psicologia Escolar e Educacional, cuja perspectiva centra-se no processo de escolarização e nas relações de aprendizagem e desenvolvimento que se produzem no cotidiano escolar. Elegeu-se como método investigativo a abordagem qualitativa de estudo de caso, optando-se por acompanhar o trabalho de uma equipe de psicólogos escolares que atuam em uma Secretaria Municipal de Educação do estado de São Paulo. Para tanto, foram realizados os seguintes procedimentos metodológicos: a) acompanhamento de psicólogos em visitas a Unidades Escolares; b) participação em contexto formativo da equipe e c) entrevista coletiva. Esses momentos foram registrados em um diário de campo, privilegiando-se como método de análise os conteúdos presentes nas falas, nas ações e proposições apresentadas durante os encontros realizados. A partir desse conjunto de informações, temos a destacar os seguintes aspectos: a) um dos focos centrais de atuação do grupo de psicólogos diz respeito à implementação da política de Educação Inclusiva no município, acompanhando crianças incluídas na rede regular de ensino e assessorando escolas nesse processo. As estratégias de atuação incluem conversas com gestores e professores, observação dos alunos em sala de aula, reunião com pais, grupo com alunos; b) de maneira geral, destacam-se, nas ações dos profissionais, práticas e concepções coerentes com a perspectiva que considera a importância das dimensões sociais, pedagógicas, políticas e institucionais como constitutivas do processo de escolarização, de maneira a incentivar a participação de todos os atores escolares no processo de ensino e aprendizagem, a reflexão sobre práticas pedagógicas excludentes, e o investimento na formação docente. Também foram apontados alguns desafios: a) divergências de expectativas em relação ao trabalho de psicólogos na escola por parte de professores e/ou gestores, que ainda esperam uma atuação clínica do psicólogo na Educação; b) dificuldades em constituir espaços de intervenção mais coletivos nos quais professores e gestores possam trocar experiências e produzir reflexões juntos; c) ausência de reuniões entre a própria equipe técnica. Por fim, essa pesquisa permitiu compreender elementos presentes no processo de construção de uma atuação do psicólogo escolar numa perspectiva crítica no âmbito do ensino público, podendo assim contribuir para a elaboração de políticas públicas capazes de responder às necessidades reais das escolas
The objective of this study is to identify and analyze the practices developed by psychologists in the public education system in order to understand the challenges and possibilities in the development process of such practices. These practices are consistent with the recent literature of the School Psychology whose perspective focuses in the schooling process and the learning and development relations established between teachers and students in the school routine. The research method was based in a qualitative case study of school psychologists team, that works in an educational municipality department of São Paulo. For this purpose, the following methodological procedures were followed: a) monitoring psychologists visits in schools; b) participation in the formation moment of the psychologists team; c) one group interview. All situations were registered in a field diary and some of them were highlighted in the analyses. One of the most important actions of the psychologists team concerns the implementation of an inclusive education policy, which means supporting the children accepted in the regular school and helping schools in this process. The strategies include talking to principal and teachers; observing the students in the classroom; participating in meetings with parents; organizing focal groups with the students. In general, the professionals have practices and conceptions that value the importance of the social, educational, political and institutional aspects as constitutive elements of the schooling process. These practices also encourage: a) the involvement of all school actors in the process of teaching and learning; b) the reflection on excluding teaching practices; c) investment in teacher training. Some challenges were also highlighted: a) differing expectations of teachers and principal about the work of psychologists in school, the first one seems to be still awaiting for clinical psychologists performance in education; b) difficulties in constituting collective spaces of intervention in which teachers and principals can exchange experiences and ideas; c) lack of opportunities for exchange between the psychologists team. Finally, this research contribute to understand of some elements of the school psychologist\'s development practices in a critical perspective in the context of public education system, it also contributes to the elaboration of public policies to address schools concrete necessities

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Lago, Danúsia Cardoso. "Reflexos da política nacional de inclusão escolar no Município-pólo de Vitória da Conquista/Bahia." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/3057.

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Municipal elementary schools receive most of the students from K 8th grade and the number of enrollments of students with special needs has increased nationwide as a result of the implementation of municipal policies for this area of education. Several studies about the inclusion of these students in municipal schools have been conducted with the purpose to evaluate the impact of the National Program for Inclusive Education: the right for diversity; evaluation of teacher training; understanding teachers concepts after the insertion of students with special needs in their classroom; and research on the general aspects related to the proposal of inclusion in the educational system. However, studies focusing on teachers concepts in relation to the proposal of inclusion, elaborated by the municipal office of education, are still insufficient to know the reality of more than a thousand Brazilians counties. Taking into consideration that the municipal board of education has the autonomy to elaborate such proposals whose implications are not yet thoroughly known the present study had the objective to analyze the inclusion in the context of a regional education network from the conceptions of teachers who have students with special needs in their classroom. The study was developed in the municipal school network of Vitória da Conquista, Bahia state (Brazil), more specifically in those schools with the largest number of students with special needs enrolled in regular classrooms. The methodological principle that guided this study was the qualitative approach. The research is descriptive in nature and data was collected in the field through questionnaires and semi-structured interviews. 30 municipal teachers who had students with special needs in their classrooms participated in the research. The interview script was evaluated by four judges and all interviews were recorded and later transcribed and submitted for content analysis. The results indicated hat even though the city of Vitória da Conquista is considered a regional educational center participating in the National Program of Inclusive Education since 2004, the increase in the number of enrollments of students with special needs is relatively recent; the results also show that most of these students have intellectual disability; teachers academic training is poor; the number of professionals qualified to offer services to students with special needs is small; also, lack of support to these teachers is pointed out as being one of the biggest obstacles to the realization of the inclusive education policies. It is expected that the positions and reflections of teacher participants can be seen as relevant sources for the City Board of Education - SMED, in the sense that the real educational needs of the network were found in these teacher reports. It is expected that the results bring new contributions to the process of school inclusion as well as a reflection on the pedagogical practices of the participating teachers regarding students with disabilities and that their conceptions can foster new guidelines that permeate the policies of educational inclusion of the municipality.
A rede de ensino municipal é responsável por grande parte dos alunos do Ensino Básico e o número de matriculas de alunos com deficiência vem aumentando em todo país, após a política de municipalização deste nível de ensino. Muitos estudos sobre inclusão escolar nos municípios vêm sendo realizados para investigar questões como a avaliação do impacto do Programa Nacional Educação Inclusiva: direito à diversidade; formação de professores; concepções dos professores após a matrícula do aluno com deficiência em sua sala de aula, entre outras. Entretanto, estudos sobre a concepção dos professores em relação à proposta de inclusão escolar, elaborada pelas secretarias municipais de educação, ainda são insuficientes para conhecer a realidade dos mais de cinco mil municípios brasileiros. Tendo em vista que as secretarias municipais possuem autonomia para elaborar tais propostas e que suas implicações ainda não são totalmente conhecidas é que o presente estudo teve por objetivo geral analisar a inclusão escolar no contexto de um município-pólo a partir das concepções dos professores que atendem alunos com deficiência na sala de aula da rede regular. O estudo foi desenvolvido na rede de ensino municipal de Vitória da Conquista Bahia, especificamente nas dependências das escolas municipais que mais tinham alunos com deficiência matriculados nas classes comuns. O princípio metodológico que norteou este estudo foi à abordagem qualitativa. A pesquisa caracterizou-se como descritiva utilizando-se do estudo de campo como método de coleta de dados. Participaram do estudo trinta professores da rede regular municipal que tinham alunos com deficiência em sua sala de aula. Para coleta de dados utilizou-se questionários e um roteiro de entrevista semi-estruturada. O roteiro foi apreciado por quatro juízes e os dados obtidos através das entrevistas foram registrados em áudio e, posteriormente transcritos, transformados em textos e submetidos à análise do conteúdo. Os resultados evidenciaram que mesmo sendo um município-pólo do Programa Nacional Educação Inclusiva desde 2004, o aumento da matrícula de alunos com deficiência na rede é relativamente novo (2006); revelou também que o maior contingente de alunos com deficiência matriculados estava na categoria da deficiência intelectual; a formação acadêmica dos professores é precária; o número de profissionais capacitados para o atendimento educacional especializado é pequeno e a falta de apoio ao professor foi apontada como sendo um dos maiores entraves à efetivação da Política de Educação Inclusiva. Espera-se que os posicionamentos e reflexões dos professores participantes possam constituir-se em fontes relevantes para a Secretaria Municipal de Educação - SMED, no sentido em que as reais necessidades educacionais da rede foram evidenciadas em seus relatos. Almeja-se que os resultados tragam novas contribuições ao processo de inclusão escolar, bem como uma reflexão sobre as práticas pedagógicas dos professores participantes em relação aos alunos com deficiência e que suas concepções possam fomentar novas diretrizes que permeiam a política de inclusão escolar do município.

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LIMA, Marcela Francis Costa. "O que significa mediar o processo de escolariza??o de alunos com defici?ncia intelectual? Concep??es e pr?ticas docentes." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2215.

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CAPES
This dissertation is linked to the line of research: Contemporary Studies and Educational Practices of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Observatory of Education Program (OBEDUC), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) entitled "The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning". Three postgraduate programs participate in this project: Federal Rural University of Rio de Janeiro (UFRRJ), State University of Santa Catarina (UDESC) and University of Vale do Itaja? (UNIVALI). This dissertation aims to analyze the multiple dimensions of school inclusion, at the interfaces between the teaching conceptions and the mediation processes of the learning of students with intellectual disabilities, in the common classes of schools in the Baixada Fluminense. For this, the following specific objectives were outlined: analyze the conceptions of mediation and school inclusion from the perspective of teachers; Identify the level of involvement of students with intellectual disabilities and their learning in this process. As a theoretical basis, we refer to the historical-cultural perspective of Vygotsky. The methodology was based on the qualitative perspective because we believe that research of this magnitude allows us an analysis that considers the particularities of the investigated reality. As data collection instruments, we used classroom observation, the scale of involvement, open interviews and semi-structured questionnaires. For the analysis of the data we used the content analysis that allowed us to relate the data obtained in the research with the theoretical reference that guides the study. In these aspects, after the data analysis, the results indicate that the level of involvement of the subjects with intellectual disability in the proposed activities is entirely related to the pedagogical mediations directed to them. In addition, the data showed that quality mediations work as compensatory in the schooling process of subjects with intellectual disability, providing the acquisition of scientific concepts and the development of higher psychological functions. However, it has become clear that it is not any kind of mediation that provides learning opportunities for people with intellectual disabilities. The research also presents the teaching conceptions about the policy of school inclusion, the historical-cultural perspective and its concepts. Finally, contemporary reflections on the schooling process of students with intellectual disabilities in the Baixada Fluminense are presented.
A presente disserta??o vincula-se a linha de pesquisa: Estudos Contempor?neos e Pr?ticas Educativas do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) e ao Programa Observat?rio da Educa??o (OBEDUC) financiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) intitulado ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?. Participam desse projeto tr?s programas de P?s-Gradua??o, a saber: Universidade Federal Rural do Rio de Janeiro (UFRRJ), da Universidade Estadual de Santa Catarina (UDESC) e da Universidade do Vale do Itaja? (UNIVALI). Esta disserta??o tem como objetivo analisar as m?ltiplas dimens?es da inclus?o escolar, nas interfaces entre as concep??es docentes e os processos de media??o da aprendizagem de alunos com defici?ncia intelectual, nas classes comuns de escolas da Baixada Fluminense. Para isso, os seguintes objetivos espec?ficos foram delineados: analisar as concep??es de media??o e inclus?o escolar na perspectiva dos professores; identificar o n?vel de envolvimento dos alunos com defici?ncia intelectual e suas aprendizagens neste processo. Como fundamenta??o te?rica, nos remetemos a perspectiva hist?rico-cultural de Vigotski. A metodologia apoiou-se na perspectiva qualitativa por acreditarmos que pesquisas dessa envergadura nos possibilitam uma an?lise que considera as particularidades da realidade investigada. Como instrumentos de coleta de dados utilizamos a observa??o em sala de aula, a escala de envolvimento, entrevistas abertas e question?rios semiestruturados. Para a an?lise dos dados utilizamos a an?lise de conte?do que nos permitiu relacionar os dados obtidos na pesquisa com o referencial te?rico que norteia o estudo. Sob esses aspectos, ap?s a an?lise dos dados, os resultados apontam que o n?vel de envolvimento dos sujeitos com defici?ncia intelectual nas atividades propostas est? inteiramente relacionado com as media??es pedag?gicas direcionadas aos mesmos. Al?m disso, os dados evidenciaram que as media??es de qualidade funcionam como compensat?rias no processo de escolariza??o de sujeitos com defici?ncia intelectual, proporcionando a aquisi??o de conceitos cient?ficos e o desenvolvimento das fun??es psicol?gicas superiores. Contudo, ficou evidente que n?o ? qualquer tipo de media??o que propicia possibilidades de aprendizagem para os sujeitos com defici?ncia intelectual. A pesquisa tamb?m apresenta as concep??es docentes sobre a pol?tica de inclus?o escolar, a perspectiva hist?rico-cultural e seus conceitos. Por fim, s?o apresentadas reflex?es contempor?neas sobre o processo de escolariza??o de alunos com defici?ncia intelectual na Baixada Fluminense.

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Calcine, Marie Paule. "Particularités de l'inclusion des enfants et adolescents handicapés mentaux à l'Ile de la Réunion : une situation liminaire." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC031.

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L’ambition des politiques sociales actuelles est de réduire les inégalités dans l’accès aux droits : renforcer l'accès à une pleine citoyenneté aux personnes handicapées et tendre vers une société inclusive. Reflet d’un changement de paradigme, le terme « inclusion » succède à celui d’« intégration». Autrement dit, ce n’est plus à l’individu « différent » de s’adapter à un système dit « normal », mais à la société de faire en sorte d'inclure toute personne quelles que soient ses particularités : la solidarité est l’affaire de tous. À La Réunion, les politiques inclusives s’inscrivent dans un contexte sociologique particulier. L’île présente des particularismes dus à une histoire coloniale récente, suivie d’un développement socioéconomique accéléré depuis la départementalisation en 1946. Ce DROM – Département Région Outre-Mer – présente les atouts d’une société industrielle mais n’en reste pas moins dépourvue de ressources propres. Un métissage de la population, une multiplicité, une mixité de pratiques culturelles et cultuelles sur ce petit territoire viennent rappeler la singularité des Réunionnais. La lecture du handicap et son traitement social en sont fortement imprégnés. Cette société qui a développé un mode de fonctionnement particulier, a fabriqué des espaces inclusifs qui ne correspondent pas toujours aux exigences et codes de la société française métropolitaine. Ces espaces viennent se poser parfois en dualité avec l’école, ce qui place les enfants handicapés mentaux sur la liminalité, sorte de sas entre les deux sphères, familiale et scolaire, mais dans lequel certains élèves stagnent. Les dispositifs actuels en faveur de l’inclusion amènent les acteurs impliqués, familles et professionnels, enseignants et travailleurs sociaux, à œuvrer pour une meilleure inclusion
Social policies nowadays aim at reducing inequalities in access to rights: reinforce access to full citizenship for people with disabilities and build an inclusive society. The concept of "inclusion" is gradually substituting that of "integration", following the change of paradigm. In other words, it is no longer up to the person with “special needs” to adapt himself to a so-called "normal" system. It’s up to society to ensure that everybody is included, regardless of his particularities. Solidarity is everyone's responsibility. The sociological context of Reunion Island is quite particular: it has known a colonial history before its accession to the statute of French department in 1946, which has accelerated its socio-economic development. This Overseas Department presents the advantages of an industrial society, without any natural resources. The various cultural and religious practices in such a small territory due to the melding of populations make the people of Reunion island singular. Their representation of handicap and its social treatment are strongly influenced. This society has developed spheres of inclusion with particular codes that are quite different from those of the French metropolitan society. Therefore, these particular codes are sometimes different from those practiced in school. And children with mental disabilities live in a sort of airlock between the family and school spheres, where some students stagnate, in the liminality. Nowadays all stakeholders, families, teachers and social workers, try to rely on new schemes to achieve a better inclusion for these children

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REZENDE, Aparecida Maira de Mendonça. "ESCOLA INCLUSIVA NA REDE ESTADUAL DE ENSINO NO MUNICÍPIO DE RIO VERDE/GO." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2048.

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Within the research line Teacher Education and Professionalization , this study aims at understanding the School Inclusion Proposal in Rio Verde GO, verifying how schools are organized and how they structure teaching to cater for disabled students needs in order to guarantee the necessary conditions for a quality education. To achieve this objective, we studied the historical background of special and inclusive education in Europe and the United States, which have influenced actions to help disabled people in Brazil, from the 1960s on, when these types of education were included in public policies. We also studied the historical background of special and inclusive education in Goiás and Rio Verde. We looked into the perspective of the SRE administrators, headmasters, pedagogical coordinators and teachers of 4 general schools called Inclusive Schools. One of them is considered a Reference School, because it was the pioneer in inclusive education in town. This study had a qualitative research in a descriptive-reflexive approach as reference. Data were collected simultaneously through semi-structured interviews (with SRE/Rio Verde Administrators, Headmasters, Pedagogical Coordinators and Teachers), analysis of primary and secondary documents (such as Laws, Ordinances, Decrees and Resolutions which give guidelines to national, state and municipal inclusive education, and the political pedagogical project from those schools) as well as information gathered in non-scheduled meetings at the schools. The analysis was based in the theoretical reference of Vygotsky, Stainback & Stainback, Mantoan, Sassaki and Almeida, among others, which enabled the building of more knowledge about the Inclusive School and aspects related to disabled people in their multiple relationships with normal people, in the general school context. At the end, reflections were presented as a way to contribute to the improvement of the inclusive school process under way in the researched municipality.
Através da linha de pesquisa Formação e Profissionalização Docente , e, por meio do trabalho intitulado Escola Inclusiva na Rede Estadual de Ensino no Município de Rio Verde/GO, buscamos compreender a Proposta de Inclusão Escolar no referido município, apreendendo como as escolas se organizam e estruturam o ensino para o atendimento de seus alunos que possuem deficiência e asseguram aos mesmos as condições necessárias para uma educação de qualidade. Para tanto, retomamos a trajetória histórica da educação especial e educação inclusiva a partir da Europa e dos Estados Unidos, os quais influenciaram as ações voltadas para o atendimento de pessoas com deficiência no Brasil, a partir da década de 1960, quando de sua inserção nas políticas públicas. Retomamos também a trajetória histórica da Educação Especial e Inclusiva em Goiás e no município de Rio Verde. O nosso olhar se deu a partir da perspectiva dos gestores da SRE, diretores, coordenadores pedagógicos e professores de 04 escolas do ensino regular, denominadas Escolas Inclusivas, dentre as quais uma é considerada Escola de Referência, por ser pioneira em inclusão no referido Município. O trabalho realizado teve como referência a investigação qualitativa de abordagem descritivoreflexiva. Foram utilizados como instrumentos de coleta de dados, de forma concomitante, entrevistas semi estruturadas (com os gestores da SRE/Rio Verde, Diretores, Coordenadores Pedagógicos e Professores) análise de documentos primários e secundários (tais como, Leis, Portarias, Decretos e Resoluções que norteiam as diretrizes para a educação inclusiva Nacional, Estadual e Municipal e o Projeto Político-Pedagógico dessas escolas) bem como informações resultantes de encontros não programados nas escolas. As análises realizadas tiveram como base os referenciais teóricos de Vygotsky, Stainback & Stainback, Mantoan, Sassaki e Almeida, dentre outros, que possibilitaram maiores conhecimentos no campo da realidade da Escola Inclusiva e dos aspectos relativos à pessoa com deficiência nas suas múltiplas relações com os indivíduos normais , no contexto da escola regular. Ao final, foram tecidas algumas reflexões que entendemos como contribuições importantes para a melhoria do processo escolar inclusivo que está sendo operacionalizado no município pesquisado.

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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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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, together with its laws, guidelines, etc. are being organized, adapted and applied to Brazilian education. However, some events in the year of 2011 brought suspicions in relation to a possible subject oppressed in this process. At the beginning of the year above the Ministry of Education MEC demanded the closing of bilingual schools for Deaf People claiming social segregation of same. From there, struggles, protests and political events have happened and intensified by several regions of Brazil during the course of this year; acirrando the confrontation between an educational policy linguistic - Bilingualism: Libras is the mother tongue and Portuguese Language, second language - and an inclusive educational policy, by which the Deaf - not accepted as subjects of a cultural individuality - should study in regular schools and classes. This whole 2-2 emanates from an epistemological concern and the need for research. Therefore, to achieve the objective of this research, it has also been proposed: A) Present the historical trajectory, the key moments in favor of the education of the Deaf; b) Trace the legal and political advances of inclusion with focus on students with deafness; c) Check the inclusive education in practice with Deaf students; (d) Check what other surveys/ literatures have to contribute with this theme. In This way, were used as research instruments, the bibliographic research and observation in the field. It is believed that this research contributes to the debate and reflection on the real social inclusion of Deaf People
Esta dissertação, calcada nas políticas públicas da educação inclusiva, objetiva investigar como a aplicabilidade das mesmas vem acontecendo em um município no interior do Estado de São Paulo do ponto de vista do aluno Surdo. A história da educação inclusiva apresenta grandes mudanças e transformações no decorrer da histórica desta nação. Desde o século XIX essa proposta, conjuntamente com suas legislações, diretrizes etc, vem sendo organizada, adaptada e aplicada à educação brasileira. No entanto, alguns acontecimentos no ano de 2011 trouxeram suspeitas em relação a um possível sujeito oprimido nesse processo. No início do ano supramencionado o Ministério da Educação MEC exigiu o fechamento das escolas bilíngues para Surdos alegando segregação social dos mesmos. A partir daí, lutas, protestos e manifestações políticas aconteceram e se intensificaram por várias regiões do Brasil durante todo o decorrer deste ano; acirrando o confronto entre uma política educacional linguística Bilinguismo: Libras é a língua materna e Língua Portuguesa, segunda língua e uma política educacional inclusiva, pela qual os Surdos não aceitos como sujeitos de uma individualidade cultural devem estudar em escolas e classes regulares. Todo esse empate emana uma inquietação epistemológica e a necessidade de uma investigação. Portanto, para alcançar o objetivo dessa pesquisa, também se propôs: a) Apresentar a trajetória histórica, os momentos-chave em prol da educação do Surdo; b) Traçar os avanços legais e políticos da inclusão com foco nos alunos com surdez; c) Verificar a educação inclusiva na prática com alunos Surdos; d) Verificar o que demais pesquisas/ literaturas tem a contribuir com esse tema. Deste modo, foram utilizadas como instrumentos de investigação, a pesquisa bibliográfica e a observação em campo. Acredita-se que esta pesquisa contribui para o debate e reflexão sobre a real inclusão social dos Surdos

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Fripps, Linda Emily. "Challenging behaviour and inclusion in a secondary school : Perceptions, policies and practices." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534390.

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Vorapanya, Sermsap. "A model for inclusive schools in Thailand /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9487.

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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was divided into two phases. The first phase consisted of an extensive review of inclusion practice and research findings around the world and development of a best practices inclusion model to guide subsequent interviews. Ten best practices inclusive elementary school principals were interviewed, and observations were conducted in classrooms and surrounding school environments. The phase one findings were then used to create a draft model for Thai inclusive education. In the second phase of research, two focus groups, made up of ten nationally recognized experts in the area of Thai special education, were used. The participants assisted with refinement of the best practices model for Thai elementary schools. Findings included identification of three critical aspects that affect the adoption of inclusion practices: specific characteristics of Thai society and culture; current policy and practices related to current policy; and financing of inclusion. School principals were found to be essential to successful inclusion adoption. Recommendations are made for changes in practice and policy and for future research. The final conclusion drawn from this study was that, even though Thailand had made a great beginning to a monumental and honorable task, the idea of inclusive education is still in early development. The core findings of the research study argue that, while more steps needs to be taken as implementation of inclusion continues, the principals, teachers, parents, education experts, and the people of Thailand have the commitment and strength of determination to make inclusion an integrated part of Thai education.
Committee in Charge: Diane Dunlap, Chairperson, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Kathleen Scalise, Member, Educational Leadership; Kathie Carpenter, Outside Member, International Studies

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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.

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Assis-Rister, Mara Cleusa Peixoto [UNESP]. "Inclusão escolar e gênero: o ambiente escolar como fator de influência no currículo social e acadêmico dos alunos das séries iniciais do ensino fundamental." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/102074.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Nesta tese, verificamos o desempenho escolar dos alunos nas séries iniciais do Ensino Fundamental, as ocorrências de episódios escolares registrados no Livro Negro, a percepção e concepção dos atores da escola sobre o desenvolvimento, comportamento e desempenho escolar dos alunos. Também observamos a atuação do professor em sala de aula e, separadamente, o aluno durante as aulas e no recreio. Iniciamos a elaboração dos protocolos de coleta de dados com uma filmagem do ambiente escolar. Filmamos nos períodos manhã e tarde as diversas situações dos alunos, professores, funcionários e direção de uma escola estadual e outra particular. Dessa filmagem retiramos categorias de eventos significativos. Essas constituíram o instrumento de observação do professor e do aluno. Para conhecer a concepção dos profissionais a respeito dos alunos, buscamos a visão de BOM ALUNO e MAU ALUNO entre profissionais atuantes na região de Marília. O resultado ofereceu os itens da Medida da Percepção do Conceito de Bom e Mau Aluno, nas formas masculino e feminino, aplicado aos profissionais participantes da pesquisa. Para verificar o desempenho escolar dos alunos da rede municipal, realizamos uma pesquisa documental. As provas do SARESP/2005 nos forneceram o desempenho dos alunos da rede estadual. Obtivemos os dados do Livro Negro por transcrição integral dos registros das escolas. Analisamos os dados coletados em busca de subsídios para verificarmos a possibilidade da influência de questões de gênero no processo de ensino e aprendizagem do aluno. Apuramos que o gênero masculino está em defasagem, comparado ao gênero feminino.
In this study, three items were assessed: student’s performance in the first grades of Elementary School, negative episodes recorded in the log book of occurrences, and the school staff conception and perception of student’s development, behavior and performance in school. Teachers’ performance in the classroom was also observed. Students were observed separately, during classes and breaks. Protocols for data collection were defined based on video recordings of the school environment. Students, teachers, staff and directors were recorded in their daily routine in the morning and afternoon shifts of a public state school and a private school. Categories of significant events were identified in these recordings, and constituted the instrument for the observation of teachers and students. In order to identify the conception staff had of their students, the ‘good student’ and ‘bad student’ stereotype was outlined among professionals currently employed in the region of the city of Marília, Brazil. The results provided us with the items included in the male/female checklists applied to the professionals volunteering in the study. In order to assess the school performance of students in municipal public schools, a documental research was carried out. The performance of students in public state schools was obtained using the tests of the Sao Paulo State system for the assessment of school performance – SARESP/2005. Data from the log book of occurrences were obtained via full transcription of school records and analyzed to investigate the possible influence of gender in the teaching/learning process. Our findings suggest that males are greater victims of negative preconceptions when compared to females.

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Kioko, Victor Kitau. "Becoming inclusive : a Deleuzoguattarian view of inclusive education policy struggles in Kenyan primary schools." Thesis, University of Winchester, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550216.

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This thesis is based on a study into the tensions and struggles between written government policy on inclusion and the reality of living and lived policy in Kenya, taking the experiences of a primary school’s attempt to become inclusive as its primary focus. The methodology builds on the metaphorical concepts of a ‘rhizome’, ‘tree’, ‘lines of flight’ and ‘becoming’ as they are espoused by Deleuze and Guattari (1987) in their philosophical writings in the book, A thousand plateaus. The contrast between the rhizome and the tree provides the basis for the critique of 'methodolatory' (Chamberlain, 2000: 287) and creates spaces for creative imagination in conducting inclusive research. The thesis advances a view of IE as a becoming, and draws upon the ‘philosophies of difference’ to offer new lenses for thinking and acting inclusively within schools (Allan, 2008). Through a rhizoanalytic approach, the relations and connections between written and lived policy are explored in order to consider what sort of educational spaces might be worthy of the inclusion of children and adults. The thesis also examines the wider contexts within which exclusive tendencies are harboured. Besides the surface view of inclusive education, participant accounts and conceptualisations imply that there is an invisible view of IE which is informed by a much more complex set of understandings. Therefore, teachers in their attempts to teach inclusively are often caught up in these complexities and disciplinary power networks which can be understood if they work closely with policy officials. The central recommendation of this study is that, there is need for policy officials to engage more deeply with teachers in order to understand their actual experiences. In this way, policy changes can begin to reflect school practices and capture the issues that teachers regard as priorities for promoting inclusive initiatives. This view suggests a change to a bottom-up and rhizomatic approach in the way policy is made and implemented because teachers had a feeling of being left out in making decisions that affect their work. To address issues of inequality, ethnicity should form part of future research in order to create different ways of tackling institutional exclusions and build foundations for citizenship and social cohesion.

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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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22

Ekins, Alison. "An exploration of inclusive practices in schools : case studies of two primary schools." Thesis, Canterbury Christ Church University, 2010. http://create.canterbury.ac.uk/12115/.

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This thesis uses the accounts of teachers and senior leaders from two case study schools to explore issues impacting upon the development of inclusive practices within schools. The notion of inclusion is a complex and problematic one, and this study illuminates that complexity through the accounts and experiences of two ‘ordinary’ schools mediating the challenges of developing inclusive practices within the current educational system. The study purposefully focuses upon the perspectives of the teachers and senior leaders. Other voices, including those of the pupils, parents and support staff within the school, have not been included, in order to retain the focus upon gaining greater depth of understanding of the complex issue of inclusion through the eyes and voices of the professionals (teachers and senior leaders) engaging in the decision making and day to day planning for meeting the needs of all pupils. The study uses an ethnographic case study approach to gather data through semi-structured interviews, observation (including classroom visits), learning conversations and strategic focus group discussions. A three phase research approach has been developed to reflect ongoing engagement with the complex issue of researching perspectives towards developing inclusive practices within schools. A non-judgemental and non-evaluative research approach has been utilized, which moves away from the researchers’ usual role working with schools in a collaborative or advisory capacity, and models the need to create interruptions in thinking and practice to be able to fully understand the complex factors impacting upon the development of inclusive practices within schools. The perspectives and accounts of the teachers and senior leaders enable tensions existing within policy, literature, research and practice to be identified. The study argues that attention needs to be paid more to the emotional aspects of the experience of developing inclusive practices, and the impact that that has upon staff groups, rather than a narrow focus upon specific actions and outcomes. The centrality of values and principles which are shared and continually discussed and re-negotiated to produce an embedded inclusive school culture is acknowledged, as well as the impact of positive, supportive and inclusive staff relationships within this process.

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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 opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.

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Brizolla, Francéli. "Políticas públicas de inclusão escolar: "negociações sem fim"." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/12216.

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Esta tese de doutorado trata de um estudo das políticas públicas de inclusão escolar no Rio Grande do Sul, de acordo com o atual cenário nacional de implantação de políticas de educação inclusiva a partir, principalmente, do ano de 2001. Este objetivo primeiro foi complementado pela construção de “mapas de sentidos” sobre este processo no Estado, apontando o “lugar” da modalidade de educação especial na construção de sistemas de ensino inclusivos, revelando aspectos sócio-histórico-políticos e educacionais constitutivos desta área. Esta conjugação de questões de pesquisa exigiu a construção de instrumentos e estratégias de investigação específicas que foram sistematizados através de coleta de dados em dez localidades (municípios), os quais foram considerados amostra dos comportamentos regionais a respeito do processo de inclusão escolar de alunos com deficiência e demais necessidades educacionais especiais no Estado. A sistematização dos dados coletados nas diferentes localidades proporcionou, de forma integrada à teoria, uma análise da atual configuração destas políticas, revelando um fenômeno de características multifacetadas, com diferentes “mapas de sentidos” sobre o assunto; a variação verificada fica por conta das diferenças regionais, sobretudo, das características culturais, das características educacionais e do “modelo” de educação especial vigente. A partir desta constatação, a pesquisa apontou que a viabilidade de construção de um adequado acompanhamento de implementação de políticas públicas de inclusão escolar, por tratar de um fenômeno complexo, exige uma matriz de interpretação que extrapole a simples questão técnica das avaliações. Neste sentido, um acompanhamento que favoreça um processo genuíno de compreensão das configurações locais indica a necessidade de se partir de uma perspectiva cultural e do entendimento da política como um processo de aprendizagem, adotando uma abordagem cognitiva das políticas públicas, perspectiva que se esforça por apreendê-las como matrizes cognitivo-normativas que constituem sistemas de interpretação do real, valorizando os valores, as idéias e as representações locais. O estudo aponta, por fim, um Estado que, apesar das diferentes interpretações verificadas, reúne-se em torno da modalidade de educação especial como “elemento” fundamental ao processo de inclusão escolar, ainda que a sua “localização” e o seu “sentido” na organização dos sistemas de ensino não seja unânime entre os municípios pesquisados.
This doctoral thesis deals with the study of the public policies of school inclusion in Rio Grande do Sul, in accordance with the current national scene of implementation of policies of inclusive education starting, mainly, from the year 2001. This first objective was complemented by the construction of “sense maps” on this process in the State, pointing the “place” of the modality of special education in the construction of inclusive systems of education, disclosing socialhistorical- political and educational aspects constituent of this area. This conjugation of research questions demanded the construction of instruments and specific strategies of investigation that had been systemized through collection of data in ten localities (counties), which had been considered sample of the regional behaviors regarding the process of school inclusion of students with deficiency and others special educational necessities in the State. The systematization of the data collected in the different localities provided, in an integrated way to the theory, an analysis of the current configuration of these policies, disclosing a multifaceted characteristics’ phenomenon, with different “sense maps” about the subject; the verified variation is at the expense of the regional differences, above all, of the cultural characteristics, the educational characteristics, and the valid “model” of special education. From this verification, the research showed that the construction viability of an adequate accompaniment of public policies implementation of school inclusion, by dealing with a complex phenomenon, demands a matrix interpretation that surpasses the simple technical evaluation questions. In this manner, an accompaniment that favors a genuine process of understanding of the local configurations indicates the necessity of starting it from a cultural perspective and from an understanding of the policies as a learning process, adopting a cognitive approach of the public policies, perspective that struggles to apprehend them as first cognitive-normative matrixes that constitute systems of interpretation of what is real, valuing the local values, ideas and representations. The study finally shows, a State that, despite the different verified interpretations, is congregated around the modality of special education as fundamental “element” to the process of school inclusion, despite its “localization” and its “orientation” in the organization of the education systems is not unanimous among the searched counties.

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Sambrook, Matthew. "Why is it difficult to be inclusive in schools?" Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/377983/.

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26

Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.

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After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits. The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews. Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted

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27

Leatch, Michael J. H. "Inclusive education : attitudes of faculty in Canadian independent schools." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437156.

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Assis-Rister, Mara Cleusa Peixoto. "Inclusão escolar e gênero : o ambiente escolar como fator de influência no currículo social e acadêmico dos alunos das séries iniciais do ensino fundamental /." Marília : [s.n.], 2008. http://hdl.handle.net/11449/102074.

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Orientador: Sadao Omote
Banca: Anna Augusta Sampaio de Oliveira
Banca: Fátima Elisabeth Denari
Banca: Olga Maria Piazentim. Rolim Rodrigues
Banca: Rita de Cássia Tibério de Araújo
Resumo: Nesta tese, verificamos o desempenho escolar dos alunos nas séries iniciais do Ensino Fundamental, as ocorrências de episódios escolares registrados no Livro Negro, a percepção e concepção dos atores da escola sobre o desenvolvimento, comportamento e desempenho escolar dos alunos. Também observamos a atuação do professor em sala de aula e, separadamente, o aluno durante as aulas e no recreio. Iniciamos a elaboração dos protocolos de coleta de dados com uma filmagem do ambiente escolar. Filmamos nos períodos manhã e tarde as diversas situações dos alunos, professores, funcionários e direção de uma escola estadual e outra particular. Dessa filmagem retiramos categorias de eventos significativos. Essas constituíram o instrumento de observação do professor e do aluno. Para conhecer a concepção dos profissionais a respeito dos alunos, buscamos a visão de BOM ALUNO e MAU ALUNO entre profissionais atuantes na região de Marília. O resultado ofereceu os itens da Medida da Percepção do Conceito de Bom e Mau Aluno, nas formas masculino e feminino, aplicado aos profissionais participantes da pesquisa. Para verificar o desempenho escolar dos alunos da rede municipal, realizamos uma pesquisa documental. As provas do SARESP/2005 nos forneceram o desempenho dos alunos da rede estadual. Obtivemos os dados do Livro Negro por transcrição integral dos registros das escolas. Analisamos os dados coletados em busca de subsídios para verificarmos a possibilidade da influência de questões de gênero no processo de ensino e aprendizagem do aluno. Apuramos que o gênero masculino está em defasagem, comparado ao gênero feminino.
Abstract: In this study, three items were assessed: student's performance in the first grades of Elementary School, negative episodes recorded in the log book of occurrences, and the school staff conception and perception of student's development, behavior and performance in school. Teachers' performance in the classroom was also observed. Students were observed separately, during classes and breaks. Protocols for data collection were defined based on video recordings of the school environment. Students, teachers, staff and directors were recorded in their daily routine in the morning and afternoon shifts of a public state school and a private school. Categories of significant events were identified in these recordings, and constituted the instrument for the observation of teachers and students. In order to identify the conception staff had of their students, the 'good student' and 'bad student' stereotype was outlined among professionals currently employed in the region of the city of Marília, Brazil. The results provided us with the items included in the male/female checklists applied to the professionals volunteering in the study. In order to assess the school performance of students in municipal public schools, a documental research was carried out. The performance of students in public state schools was obtained using the tests of the Sao Paulo State system for the assessment of school performance - SARESP/2005. Data from the log book of occurrences were obtained via full transcription of school records and analyzed to investigate the possible influence of gender in the teaching/learning process. Our findings suggest that males are greater victims of negative preconceptions when compared to females.
Doutor

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Gous, Jennifer. "How inclusive education is understood by principals of independent schools." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-192908.

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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.

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Langa, Doris Nkosingiphile. "Assessment of teacher’s skills at inclusive schools in uMhlathuze District." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1502.

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

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Choi, Chi-Hung. "Teachers' attitudes inclusive education in secondary schools in Hong Kong." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683466.

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Inclusive education has become an international education issue emerging in many developing countries over the last decade. As a developed city, Hong Kong has its own inclusive policies and first implemented inclusive education more than 15 years ago. Although a large amount of funding is injected into this area in Hong Kong each year, many researchers still comment that the inclusion in Hong Kong is far from satisfactory. As teachers are the frontline service providers and commonly recognized as key agents that lead to successful inclusion, their attitudes towards inclusive education are important and should be examined. The present study focused on Hong Kong secondary school teachers' attitudes towards inclusion as well as factors affecting their attitudes in order to draw a clearer picture of the current situation of inclusive education in Hong Kong. Furthermore, this study aims to explore teachers' difficulties in teaching students with special educational needs (SEN) as well as levels of support from the government in the implementation of inclusive education in Hong Kong. In order to investigate this topic, mixed-method research was carried out in this study, applying a quantitative approach by using questionnaires and a qualitative approach through interviews. One hundred and fifty Hong Kong secondary school teachers I responded to a survey in the questionnaire-filling phase while 12 teachers participated in the interview sessions, during which two group interviews and four individual interviews were held. It was interesting to discover that on one hand, the teachers acknowledged the right of students with SEN to be included in regular classes, but on the other, they considered that inclusive education presented many challenges. The study concluded that most of the participants had relatively slightly unfavourable attitudes towards both the general concept of inclusive education and its implementation in Hong Kong. Five factors were identified that affected these attitudes: (1) SEN knowledge and training; (2) availability of personnel and material support; (3) type of disability; (4) severity of disability and (5) inclusive experience. The difficulties of teaching inclusive classes in Hong Kong secondary schools were also revealed in this study. They were: heavy workload; large class size; insufficient support; insufficient training; disciplinary problems and stress from the examination culture. Besides, the participants' concerns about the government's inclusive policies and planning were also mentioned. The teachers also revealed that there were instances of the inappropriate use of inclusive education funding in their schools. In addition, two special phenomena regarding inclusive education in Hong Kong were discovered and they were named 'Killing school effect' and 'Tricky inclusion'. Recommendations are outlined for various stakeholders including education officials, school leaders, special need educators, and teacher training institutions; recommendations are also made for future research in Hong Kong in the field of inclusive education.

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Gous, Jennifer Glenda. "How inclusive education is understood by principals of independent schools." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24118.

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In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education.
Thesis (PhD)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted

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Hui, Martha Leng Han. "The rhetoric and the reality practice in Hong Kong schools." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273530.

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Lianeri, Ioanna. "Inclusive education in Greece : official policies, alternative discourses and the antinomies of inclusion." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020749/.

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The concept of inclusion, despite the problems associated with its implementation both within and beyond the field of education, has become a central feature in the educational and social policy agendas of numerous national administrations and international human rights organisations. This thesis critically investigates the current form, content and function of inclusive policy and practice in the Greek educational system and wider social life, focusing predominantly on issues concerning disabled people. The thesis approaches inclusion as a contested concept, permeated by values and, thus, susceptible to a wide range of contextual meanings in the discourse of different social agents, involving endless disputes about its 'proper' meaning and uses. With this in mind, the study examines the discursive formulation of inclusion by three distinct social agents in the field of education: policy makers, disability theorists/activists and educationalists. By employing secondary research methods, including analysis of formal policy statements and literature review, and interviews, the thesis aims to expose the conflicting visions and contrasting agendas that exist under the outwardly unified banner of inclusion. The antinomies that underlie the making of inclusive schools and the intrinsic tensions within the conceptual framework of inclusion reveal a struggle between hegemonic and counter-hegemonic inclusion discourses. In contemporary educational and social policy, the humanitarian vocabulary of the inclusion movement has been colonised by dominant discourses of normalisation. As a result, the illusive concept of inclusion has been assimilated into governmental discourses and has become part of governance in an essentially unaltered exclusionary education system and society, rather than an emancipatory idea which opposes existing official models and prevailing policies of discrimination and exclusion. Hence, the struggle for the formulation of a truly inclusive social reality (in Greece and elsewhere) necessitates a shift of focus from moral imperatives onto the politics of disability, and from the unambiguous ideal of inclusion onto the material economic, political, social and cultural characteristics of the new world order to which the inclusion movement aspires.

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Yeskarauly, Bolat. "Implications of inclusive nation-building policies in Kazakhstan : young Kazakh adults' national identity." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/37223.

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The purpose of this dissertation is to examine the implications of nation-building policies in Kazakhstan for the future of Kazakh identity. To consider the implications of largely inclusive policies, this dissertation investigates how young Kazakh adults, born and raised in different cultural and geographical contexts yet with a shared experience of studying and working in the capital city, perceive ethnic, civic, and cultural categories of national identity. A mixed methods approach is used, incorporating the comparative analysis of quantitative and qualitative data. A sample of 120 males and females aged 22 to 30, graduated from a higher education institution, and currently working in Astana, Kazakhstan, completed a questionnaire assessing subjective perceptions of their national identity. Quantitative data are complemented by qualitative data from 30 participants, providing depth and validity to the questionnaire answers. The young adults’ responses reveal that Kazakhs are becoming less segregated culturally, encouraged by the government’s inclusive form of nation-building, the relocation of the capital city and the economic growth. It is argued that the young adults are Kazakhs not only in blood and colour, but also in taste and perception. The prevalence of civic virtues despite the presence of robust ethnic identification was recognized and the urge to organise social life in terms of sharp nationalist boundaries proved thin. The implications of these findings for nation-building policies are discussed. Efforts should be directed towards introducing the historical inclusivity of Kazakh identity and highlighting the sufficiency of cultural integration of non-titular ethnic groups to become members of Kazakh nation.

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Hurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.

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Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.

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Downes, Paul, Erna Nairz-Wirth, and Viktorija Rusinaite. "Structural indicators for inclusive systems in and around schools. Analytical Report." Publications Office of the European Union, 2017. http://epub.wu.ac.at/5400/1/Structural%2DIndicators%2D.pdf.

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International evidence indicates that school systems need to change in order to tackle early school leaving and improve social inclusion in education and society. Policy-makers and school actors require practical tools to assist them in this process, made all the more urgent by the EU2020 headline target to reduce early school leaving. This report develops such practical tools; it is designed to inform strategic policy and practice by offering an innovative framework of structural indicators for early school leaving prevention and inclusion in school. It draws upon key European Council and Commission policy documents on early school leaving prevention, and also on the Paris Declaration 2015 on promoting common values of freedom, tolerance and non-discrimination through education, which includes a focus on social marginalization.

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Mtsweni, Tumisang Ruth. "The decision-making process of employing facilitators in inclusive primary schools." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40437.

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There is a growing phenomenon of employing facilitators in support of learners with learning disabilities in schools offering inclusive education; however there is a scarcity of literature internationally regarding the decision-making models used to make this critical decision. Furthermore, there is also no research done in South Africa regarding facilitators, nor on decision-making models used to determine the need for facilitators or how they should be hired. In spite of the benevolent intentions of parents and teachers who assign facilitators to learners with disabilities, research shows that facilitators are employed according to perceived needs rather than real needs. The research conducted in this study is qualitative in nature; the narrative case study explores the deliberation process of employing facilitators in a manner that provided a deeper understanding of the phenomenon. The study focused on three different schools (Remedial school, Traditional private school and Montessori) that perceive themselves as inclusive primary schools. The purpose of the study was to understand the decision-making process of the various stakeholders (parents, teachers, and facilitators) involved in making the decision to employ facilitators. Through the case the three respective schools were categorised into proactive, reactive or passive, based on their approach to appointing facilitators for special needs learners. It is evident from the case studies that the proactive school (Remedial school) had better success with facilitators than either the reactive (Montesorrri School) or the passive school (traditional private school). The pro-active school displayed a more coherent successful system amongst all stakeholders in the decision to employ a facilitator, while the passive school was somewhat functional mostly because the stakeholders understood the needs of the child. However the system employed by the reactive school was chaotic as all stakeholders were dissatisfied and the learners who were being facilitated suffered the most.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Kwababa, Masibulele Lennox. "Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006963.

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The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.

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Tosta, Estela Inês Leite. "Educação especial em Mato Grosso : trajetórias e políticas públicas na rede estadual de ensino (1962-2012)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/102334.

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A presente investigação analisa os movimentos da política de educação especial no contexto do Estado de Mato Grosso, tendo como objetivo precípuo compreender os processos de constituição dessa política pública no âmbito da rede estadual de educação, no período compreendido entre 1962 e 2012. Partimos da premissa que as políticas públicas em contextos específicos, assumem configurações distintas em seus processos de constituição e, nestes, sofrem influências e estão articuladas às políticas de educação em seu sentido mais amplo. Para a compreensão dos elementos configuradores desse processo, as bases teóricas que sustentam a pesquisa estão fundamentadas em autores que se filiam ao Pensamento Sistêmico, como Gregory Bateson e Humberto Maturana, e à abordagem do Ciclo contínuo de Políticas proposta por Stephen Ball, Richard Bowe e Anne Gold. Trata-se de um estudo de natureza qualitativa embasado predominantemente nos procedimentos da análise documental. Procurou-se estabelecer diálogos entre os documentos normativos e orientadores produzidos no Estado do Mato Grosso e entrevistas concedidas por gestores responsáveis pela educação especial no processo de constituição dessa política na rede estadual. Assim, houve prioridade conferida aos documentos e publicações oficiais da Secretaria de Estado de Educação de Mato Grosso e às Resoluções do Conselho Estadual de Educação. Para o desenvolvimento da análise foram considerados os elementos caracterizadores da política em questão, em três períodos: de 1962 a 1979, período de Implantação das primeiras iniciativas educacionais voltadas às pessoas com deficiência; de 1980 a 1999, momento em que ocorreu o processo de expansão e estruturação dos serviços; e de 2000 a 2012, período em que o Estado do Mato Grosso passa a traçar diretrizes e a esboçar políticas que apresentam certa sintonia com a perspectiva da educação inclusiva. As reflexões resultantes indicam que, ao longo do processo, esse estado produziu diretrizes e propostas curriculares, construiu referenciais normativos e empreendeu ações para a educação especial, buscando se alinhar às diretrizes estabelecidas pela política de educação e de educação especial em âmbito nacional. A análise mostrou, ainda, que a política de educação especial dessa rede estadual apresenta grandes desafios associados à constituição dos serviços e à formação de seus professores. Tais fatores colocam em evidência que, paralelamente à existência de uma diretriz que tende a valorizar o percurso escolar, existem inconsistências que se associam à dificuldade de garantia plena de escolarização aos sujeitos da educação especial.
This research analyzes the movements of special education policy in the context of the State of Mato Grosso, having as main objective to understand the processes of formation of this public policy within the state -run education, in the period from 1962 to 2012. We assume that public policies in specific contexts present different configurations in their formation processes, and thus are influenced and linked to the policies for education in a broad sense. For the understanding of elements of this process, the theoretical foundations that guided the research are based on authors who follow the Systemic Thinking, such as Gregory Bateson and Humberto Maturana, and the approach of the continuous cycle of policies proposed by Stephen Ball, Richard Bowe and Anne Gold. This is a study of qualitative nature grounded predominantly in the document analysis procedures. We tried to establish dialogue between the normative documents and guidelines produced in Mato Grosso and interviews with managers responsible for special education in the constitution of this policy in state-run institutions. Therefore, there has been given priority to official documents and publications of the State Department of Education of Mato Grosso and the Resolutions of the State Board of Education. For the development of analysis we have considered the characterizing elements of the policy, in three periods: 1962-1979, period of deployment of the first initiative for disabled people; 1980 to 1999, when the process of expansion and structure of services occurred; an from 2000 to 2012, during which the state government set guidelines and drafting policies that matched the perspective of inclusive education. The resulting reflections indicate that throughout the process, this state has produced guidelines and curriculum procedures, developed reference documents and undertook actions for special education in order to follow guidelines established by national government for education and special education in national institutions. The analysis also showed that the policy of this state for special education presents major challenges associated with the establishment of services and the training of their teachers. These factors put in evidence that even though there are policies that intend to value the education of disabled people, there are inconsistencies that are associated with the difficulty of ensuring their full inclusion in this model of special education.
La presente investigación analiza los movimientos de la política de educación especial en el contexto del Estado de Mato Grosso, teniendo como objetivo fundamental comprender los procesos de constitución de esa política pública en el ámbito de la red estatal de educación, en el período comprendido entre 1962 y 2012. Partimos de la premisa que las políticas públicas en contextos específicos, asumen configuraciones distintas en sus procesos de constitución y, en estos, sufren influencias y están articuladas a las políticas de educación en su más amplio sentido. Para la comprensión de los elementos configuradores de ese proceso, las bases teóricas que sustentan la pesquisa están fundamentadas en autores que se afilian al Pensamiento Sistémico, como Gregory Bateson y Humberto Maturana, y el abordaje del ciclo continuo de Políticas propuesta por Stephen Ball, Richard Bowe y Anne Gold. Se trata de un estudio de naturaleza cualitativa consolidado predominantemente en los procedimientos del análisis documental. Se intentó establecer diálogos entre los documentos normativos y orientadores producidos en el Estado de Mato Grosso y entrevistas concedidas por gestores responsables por la educación especial en el proceso de constitución de esa política en la red estatal. Así, hubo prioridad conferida a los documentos y publicaciones oficiales de la Secretaria de Educación del Estado Mato Grosso y las Resoluciones del Consejo Estatal de Educación. Para el desarrollo del análisis fueron considerados los elementos caracterizadores de la política en cuestión, en tres períodos: desde 1962 hasta 1979, período de Implantación de las primeras iniciativas educacionales volcadas a las personas con deficiencia; desde 1980 hasta 1999, momento en que ocurrió el proceso de expansión y estructuración de los servicios; y desde 2000 hasta 2012, período en que el Estado de Mato Grosso pasa a trazar directrices y a modelar políticas que presentan cierta sintonía con la perspectiva de la educación inclusiva. Las reflexiones resultantes indican que, a lo largo del proceso, ese estado produjo directrices y propuestas curriculares, construyó referenciales normativos y emprendió acciones para a educación especial, buscando alienarse a las directrices establecidas por la política de educación y de educación especial en el ámbito nacional. El análisis mostró, además, que la política de educación especial de esa red estatal presenta grandes desafíos asociados a la constitución de los servicios y a la formación de sus profesores. Tales factores colocan en evidencia que, paralelamente a la existencia de una directriz que tiende a valorizar el trayecto escolar, existen inconsistencias que se asocian a la dificultad de garantía plena de escolarización a los sujetos de la educación especial.

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Aljenahi, Nadia Bader E. A. "Teacher Evaluation policies and practices in Kuwaiti primary schools." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3526.

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Governmental reform of Teacher Evaluation (TE) policies is a currently global phenomenon. Evidence indicates that evaluation of teachers can be the catalyst to improving the professional standards of staff. Working within the critical realist paradigm, this research investigates the causal power that can enable, or constrain, teacher agency and professional development through teacher evaluation mechanisms in primary schools in Kuwait. An examination of current teacher evaluation policies from two perspectives is provided: policy as ‘text’ and policy as ‘discourse’. In the analysis of policy as text, the research includes a critical comparative analysis of the operation and conceptual basis of teacher evaluation in Kuwait and England. Allied to evidence from literature on existing teacher evaluation practices, it can be concluded that cultural and economic factors are the most important variables to be considered in any comparative review of systems. This research adopts a mixed methods approach to examine the contribution of teachers’ evaluation policies to the improvement in the professional levels of primary schoolteachers. The empirical quantitative and qualitative data was collected through a questionnaire administered to a sample of 475 primary school teachers, from 19 schools, in four districts. Interviews were conducted with 12 primary school teachers, from 4 schools, and 4 supervisors, all from one district. The research findings revealed similarities between certain conceptually based policies in England and Kuwait. Both identified the purpose of TE as being to improve and evaluate teachers’ performance, through classroom observation. In both countries, the line-manager is considered to be the main player in the process. Teacher effectiveness is judged on the basis of a pre-determined set of criteria. Finally, each has a commitment to an annual evaluation cycle ending with a summative report. However, the major difference between the two countries lies in the interpretation of what constitutes an effective teacher and how the summative report is used. The empirical findings highlighted the perception by teachers of their marginalisation from the TE mechanism in the Kuwait. Nonetheless, approximately 67% of the teachers in the sample felt that the evaluation process was fair and useful, and 55% considered it led to an increase in job satisfaction. The research concludes with recommendations to increase the effectiveness of the TE mechanism in Kuwait, based on an analysis of participants’ responses ii and the conclusion that teachers, and those working directly with them, are best placed to identify strategies for improvement.

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Robbins, Rosemary. "Anti-bullying Policies And Practices In Texas Middle Schools." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103382/.

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For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The purpose of this study was to provide information on principals’ perceptions of bullying and what anti-bullying policies, procedures, and programs exist in Texas middle schools. Ninety-nine principals completed an online questionnaire that addressed: 1) their knowledge of district and campus policies concerning bullying; 2) their direct experience with bullying; and, 3) bullying-prevention strategies and training in place in their schools. Principals reported direct experience with all types of bullying included on the questionnaire in their schools, but had a surprisingly small mean of 14.8 verified bullying incidents during the 2010-2011 year. Over 60% felt the level of physical safety in their school was good or very good, but only 35% rated their school’s emotional safety as good or very good. Students, parents, and teachers reported bullying to the majority of principals; however, few schools conducted annual student surveys that could provide accurate information about bullying in their schools. Procedures required by state law were more likely to be in place than those not required, though not all schools complied with all requirements. Fewer than 10% of schools had implemented a formal anti-bullying program. The most commonly cited obstacles to effectively addressing bullying were lack of time to conduct investigations and getting parents to file written reports (40%); however, despite having anti-bullying training, 27% felt limited by the lack of strategies. This study fills a void in the literature by providing a statewide overview of middle school principals’ knowledge of district and campus policies and procedures on bullying. It also shows the extent to which legal requirements and best practices have been implemented.

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Khalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.

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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.

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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.

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Hamilton, Joanne. "Promoting inclusive education : a case study of assessment in two rural schools." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53562.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in 1998 in order to align education with the democratic values of the new government. The transition to OBE has not been an easy process for many stakeholders. Teachers, in particular, have had to review their own philosophies and practices of teaching and learning. This paradigm shift required by OBE was, however, underestimated in teacher training. The recent addition of an inclusive education approach may arguably be seen as a natural, anticipated extension of the transformation of South African education. This is stated because the principles and practices of inclusion are endorsed and actualised by OBE and the Constitution of South Africa. Based on this inference, this research study explores how assessment, an integral part of the teaching and learning process, can contribute towards the promotion of inclusive education. The research was conducted at two rural mainstream primary schools near Stellenbosch in the Western Cape. The research methodology was based on the principles and beliefs of the qualitative paradigm as this study explored the teachers' constructed realities and experiences of assessment in OBE and inclusive education. A case study research method was employed in order to produce 'thick' descriptions and contextualised interpretations of their constructions. Following Creswell's (1994) dominant-less dominant design model, the data in the study was produced via both qualitative and quantitative research methods. A selfadministered questionnaire consisting of closed-ended and open-ended questions was given to all of the teachers at both schools to enable an initial inquiry into the area of research interest. The responses to the closed-ended statements produced the quantitative data in the research study and the responses to the open-ended questions formed part of the qualitative data. Following an analysis of the data produced, two volunteer teachers at each school were then interviewed to gain further insight and clarification. The qualitative and quantitative data produced in each case study were first analysed separately (within case analysis) and then compared and combined in a cross-case 'study analysis. This approach enabled a thorough understanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not see a connection between assessment and inclusion, their assessment practices and principles do contribute towards the promotion of inclusive education. The research found that assessment in OBE has encouraged these teachers to view their learners as individuals with different abilities and needs. Consequently, some of the teachers have adjusted and modified their assessment methods to accommodate these factors. It was also found that not all of the teachers seem to have made a paradigm shift required by OBE. This lack of internalised understanding might contribute towards the confusion, insecurity and skepticism reported by some teachers with regards to assessment and inclusive education. Due to the importance of a paradigm shift in OBE and inclusive education, it is strongly recommended that teachers receive the necessary assistance and training that engenders this transition.
AFRIKAANSE OPSOMMING: 'n Uitkomsgebaseerde onderwys (UGO) benadering is in 1998 in Suid-Afrikaanse skole bekendgestel ten einde onderwys in lyn te bring met die demokratiese waardes van die nuwe regering. Die oorgang na UGO was vir menige rolspelers nie 'n maklike proses nie. Veral onderwysers moes hulle filosofie en praktyke rondom onderrig en leer hersien. Hierdie paradigmaskuif, wat 'n vereiste vir UGO is, word in onderwyseropleidingsprograrnme onderskat. Die onlangse toevoeging van 'n inklusiewe onderwys benadering mag moontlik gesien word as 'n natuurlike, geantisipeerde verlenging van die verandering in Suid- Afrikaanse onderwys. Dit word genoem omdat die beginsels en praktyke van inklusiewe onderwys deur UGO en die konstitusie van Suid-Afrika onderskryf en geaktualiseer word. Op grond van hierdie aanname, ondersoek hierdie navorsingsprojek hoe assessering as 'n integrale deel van die onderring en die leerproses kan bydra tot die bevordering van inklusiewe onderwys. Die navorsing is by twee landelike, hoofstroom primêre skole naby Stellenbosch in die Wes- Kaap geloods. Die navorsingsmetodologie is gebaseer op die beginsels en praktyke van kwalitatiewe navorsing, aangesien die studie onderwysers se vertolking van die werklikheid en ervarings van assessering in UGO en inklusiewe onderwys ondersoek. 'n Gevallestudie as navorsingsmetode is gebruik om gedetailleerde, presiese beskrywings en gekontekstualiseerde interpretasies van die betrokke onderwysers se belewenisse te lewer. Deur Creswell (1994) se 'dominant-less dominant design model' as riglyn te gebruik is data van hierdie studie op beide 'n kwalitatiewe en kwantitatiewe navorsingsmetode geproduseer. 'n Vraelys wat geslote- en oop-einde vrae bevat het en self deur alle onderwysers van beide skole voltooi is, is gebruik om die aanvanklike narvorsingsbelange te identifiseer. Kwalitatiewe narvorsingsdata is verkry deur die response wat gelewer is op oop-einde vrae en kwantitatiewe data is geproduseer deur middle van die geslote-einde vrae. Na 'n analise van die data is onderhoude met twee vrywillige onderwysers van beide skole gevoer om meer inligting en duidelikheid te verkry. Die kwalitatiewe en kwantitatiewe data wat geproduseer is, is eers afsonderlik geïnterpreteer en daarna in 'n kruis-gevallestudie analise vergelyk en gekombineer. Hierdie benadering het tot deeglik, deurdagte insigte rakende die navorsingsvraag en die daarstel van kwaliteit navorsing, gelei. Die narvorsingsbevindinge het getoon dat, alhoewel die onderwysers wat betrokke was by die gevallestudies nie 'n verband kon sien tussen assessering en inklusiewe onderwys nie, het hulle assesseringspraktyke en -beginsels wel 'n bydrae gelewer tot die bevordering van inklusiewe onderwys. Die navorsing het bevind dat assessering in UGO die onderwysers aangemoedig het om hulle leerders as individue met unieke vermoëns en behoeftes te sien. Gevolglik het sommige onderwysers aanpassings en veranderings In hulle assesseringsmetodes gemaak om hierdie faktore te akkommodeer. Daar is ook bevind dat nie al die onderwysers die paradigmaskuif wat UGO vereis, gemaak het nie. 'n Onvermoë om die beginsels van UGO te internaliseer mag moontlik bydra tot die verwarring, onsekerheid en skeptisisme oor assessering en inklusiewe onderwys wat deur sommige van die onderwysers gerapporteer is. Weens die belangrikheid van 'n paradigmaskuif in UGO en inklusiewe onderwys, word daar ten sterkste aanbeveel dat onderwysers die nodige ondersteuning en opleiding ontvang om hierdie oorgang te bewerkstellig.

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Alsulami, Bader. "PARENTS’ PERSPECTIVES ON INCLUSIVE SCHOOLS FOR STUDENTS WITH DISABILITIES IN SAUDI ARABIA." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/69.

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In recent decades, inclusion has gained increasing international currency. In the Gulf region, Saudi Arabia in particular has made a sustained commitment to leadership in the humane, equitable inclusion of individuals with disabilities in its communities and the provision of appropriate, free public education for students with disabilities. Despite these achievements, students with disabilities remain segregated from general education students in separate classrooms, regardless of degree of disability. This study examined the perspectives of parents of students with and without disabilities in Saudi Arabia on placing their children in general education classrooms that are comprised of children with and without disabilities. Prior to this study, there were no quantitative data to indicate to what extent parents of children with and without disabilities in Saudi Arabia are receptive to inclusion. In order to address the gap in the quantitative data, this study used a quantitative, cross-sectional survey designed to examine the perspectives of parents. Knowing parents’ perspectives about inclusive education provides vital information to the public, researchers, and key decision-makers that could lead to advances in inclusive education. The study used a quantitative, cross-sectional survey to examine parents’ perspectives regarding inclusion in general and across four specific dimensions of inclusive practice, including impact on students with disabilities, impact on students without disabilities, impact on parents and families of students with disabilities, and impact on parents and families of students without disabilities. The study sought to answer questions about differences in parents’ perspectives based on five variables: whether the parent is the parent of a student with disabilities or the parent of a student without disabilities; severity of students’ disabilities; type of students’ disabilities; gender of the child; and academic level of the child. Additionally, the study sought to answer questions about differences in the respective impact of these variables and to determine which variables have the most significant role in shaping perspective toward inclusion. Although the methods of the study were quantitative, it also at times drew upon limited qualitative analysis of a single open-ended questionnaire item to supplement and explain aspects of the quantitative data. The findings of the study show that parents in Saudi Arabia hold generally positive perspectives regarding inclusion, but that these perspectives are often dependent on the severity and type of disability, as well as the training and staffing of qualified teachers and accessible school environments. In general, perspectives among both parents of students with and without disabilities were supportive of inclusion, indicating broad support in terms of global perspective, perspective of potential positive impact on students with disabilities, perspective on potential positive impact on students without disabilities, perspective on potential positive impact on families of students with disabilities, and perspective on potential positive impact on families of students without disabilities. Although both parents with and parents without indicated generally supportive global views towards inclusion, parents of students with disabilities tended to agree more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supportive of inclusion. Both parents with and without expressed concerns regarding the preparation and provisioning of qualified teachers and paraprofessionals as a key factor in the success of inclusion. Respondents had concerns about the preparedness of teachers to instruct students with disabilities and students without disabilities in an inclusive general education classroom. Perspectives of the current study, however, placed greater and more strenuous emphasis upon concerns related to teacher preparedness, classroom accessibility, and classroom staffing. According to parents’ perspectives and comments in this study, the Saudi Arabia Ministry of Education must ensure that inclusive classrooms are staffed with qualified paraprofessionals, teaching assistants, and special education teachers for inclusion to be successful. Additionally, the successful implementation of inclusion would require adequate professional development and pedagogical training for classroom teachers, as well as adequate resources and support staff. Given the results of this survey, perhaps the first step in moving educational practices forward in Saudi Arabia will involve an open conversation between the Ministry of Education and parents of students with and without disabilities regarding what they want for their children. Educational policy and curriculum in Saudi Arabia are currently designed from a top-down model. The results of this study, however, show that there are grounds for a partnership between parents and the Ministry that advances educational goals for all students. In addition to continuing to expand opportunities for integration in public schools, experimental inclusive classrooms could be trailed in key regions to gather data and insights into what policies, teaching and instructional models, and models of parent-school collaboration and partnership could best advance classrooms and schools that effectively and humanely include all their members in the academic and social life of Saudi Arabia schools.

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Nxumalo, Khethiwe Soli, M. M. Hlongwane, and B. Ndawonde. "Experiences of educators towards the implementation of inclusive education in Richards Bay Schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1775.

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A dissertation submitted to the Faculty of Education of the requirements for the Degree Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.
The implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).

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Klaus, Jennifer Noel. "Schools and Technology: The Schools' Responses to Today's Technological Trends." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302570531.

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Cheung, Yuen-shan Judy. "A study of the Hong Kong government's policies on special education." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36431497.

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Dissertations / Theses on the topic 'Inclusive policies for schools'

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