Relevant bibliographies by topics / Inclusive school teachers / Dissertations / Theses
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Dissertations / Theses on the topic 'Inclusive school teachers'

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Published: 2 June 2025
Last updated: 31 July 2025

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1

Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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2

Raynham, Catherine Louise. "School Management Teams' motivation of teachers in inclusive classrooms." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60975.

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Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private schools in Johannesburg, South African. How the School Management Teams motivate teachers who teach learners whose behaviour and or educational needs differ from the norm, is explored in this case study. Two private primary schools were involved in the research. The two schools consist of learners from; diverse family, cultural, racial and religious backgrounds, varied socio-economic backgrounds with different academi
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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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Magister Educationis - MEd<br>Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cap
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4

Coelho, Clarisse Balixa. "Atitudes e práticas de docentes e técnicos especialistas face à educação inclusiva." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29672.

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A educação inclusiva está hoje presente nas políticas educativas, procurando criar na escola um espaço de educação para todos tal como está previsto nos documentos internacionais subscritos por Portugal, como a Declaração de Salamanca e a Convenção dos direitos da pessoa com deficiência. Estas mudanças acarretam grandes desafios para os profissionais que atuam no espaço escolar. A forma como cada profissional perspetiva a inclusão é assente em atitudes que consequentemente se refletem nas suas práticas educacionais. O objetivo do presente estudo é compreender as atitudes e práticas dos docente
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5

Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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6

Chen, Hongyu. "Secondary School Teacher Attitudes towards Inclusive Education in Australia and China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29195.

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Achieving the Sustainable Development Goal 4 (SDG 4) is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. Yet developing inclusive education contexts continues to be profoundly challenging across all nations. Teacher attitudes continue to be the most critical construct in efforts to build inclusive educational contexts. Understanding teacher attitudes towards inclusive education using a positive paradigm is urgently needed in developing ways to provide quality inclusive education programs to all students. This study utilised
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7

Modisi, Refilwe. "The implementation of inclusive education by teachers of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76723.

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The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multipl
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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.<br>Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).
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9

Edwards, Karol Lyn. ""They can be successful too!", inclusive practices of secondary school science teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/MQ52896.pdf.

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10

Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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11

Alexander, Jack. "Concerns of middle and high school teachers toward inclusion of students with exceptional education needs." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf.

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12

Kilgore, Jenny. "Relationship between teacher pedagogy and practice serving the individual learner in a diverse school community /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155749574.

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13

Kwong, Hung-piu. "The needs of integration & inclusive education in the Hong Kong context." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190598.

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14

Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018<br>The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implem
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15

Williams, Regina N. "Inclusive Classrooms| A Basic Qualitative Study of K-8 Urban Charter School Teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622308.

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<p> The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended
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Cox, Margaret. "THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3632.

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The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combi
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Nel, Gabré. "Teachers’ experiences regarding peer support and coaching in creating an inclusive school environment." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67839.

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Despite increasing attention to legislation to ensure inclusive learning for all, gaps exist between ideals as strived for by legislation and classroom reality when it comes to the implementation of inclusivity by teachers. These challenges call for peer support and coaching as mechanisms for creating an acceptable learning environment. The way teachers support one another in an inclusive school environment is becoming increasingly important. All types of learners, especially those with special educational needs, are to be included. Teachers are responsible for implementing inclusivity in thei
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18

Mcconnachie, Karola. "Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013150.

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Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the int
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19

Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.

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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challen
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20

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

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Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and s
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21

Phelan, Michelle P. "General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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<p> While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers&rsquo; experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the wor
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22

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

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The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice a
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23

Khan, Tania Afreen. "Investigation of secondary school teachers’ attitudes towards and knowledge about inclusive education in Bangladesh." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6290.

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A willingness on the part of teachers to support all children in the mainstream classroom, including children with special needs, is the hallmark of inclusive education. This study used a mixed method design to explore the attitudes towards and knowledge about inclusive education of 30 randomly selected secondary school teachers in Bangladesh. The ATIES (Attitudes Towards Inclusive Education Scale; Wilczenski, 1992) was used to measure teachers‟ attitudes towards inclusive education. Semi-structured interviews about knowledge of inclusive education were also conducted with six teachers, and an
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24

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

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Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to unde
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Li, Wing-chi, and 李詠芝. "Role of psychosocial factors on subjective well-being among primary school teachers of inclusive education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196515.

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The author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R² = 48%, ΔR² = 3%), and anxiety (R² = 63%, ΔR² = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect o
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Kellyman, Carol N. "Perceptions of collaboration among high school general education and special education teachers in inclusive classrooms." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613530.

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<p> The problem that this correlational quantitative survey research study sought to examine was whether perceived secondary school teacher self-efficacy, in terms of collaboration, was related to the level of implementation of inclusion practices within special education classrooms. The purpose of this study was to contribute to researchers' understanding of how collaboration takes place and whether shared leadership theory, as a means of measuring the amount of collaboration that takes place in an organizational environment, can help to explain these processes so that teacher education inclu
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Luseno, Florah Kavulani. "An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26181.

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One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special education services to students with disabilities within the regular classroom. Studies reviewed indicate that difficulties occur in instituting integrated programs within general classrooms because educators working in inclusive settings lack knowledge of strategies needed to implement such programs effectively. The purposes of this study were to determine whether secondary special and general education teachers w
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Vermonti, Stefano. "A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020935.

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This study focuses on the perception of teachers who have depressed adolescent learners in their classrooms as well as explores how teachers cope with teaching depressed adolescent learners in their classrooms. For the purpose of this study, a qualitative research method was employed. Data was collected in the form of twelve semi-structured interviews with teachers in order to ascertain their perceptions on including and accommodating depressed adolescent learners in their classrooms. The data was analysed for emerging themes and sub-themes according to Tesch‟s eightstep data analysis process.
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Hall, Katy. "Creating a strategic teaching dialogue with students and teachers on the World Wide Web /." [Rohnert Park, Calif.], 2000. http://petal.fortbragg.k12.ca.us/success.

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Webb-Kidd, Paulette Lian Ming-Gon John Morreau Lanny E. "Effects of teacher retraining in best practices for inclusive programs on the school performance of students with mild to moderate disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 26, 2006. Dissertation Committee: Ming-Gon John Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 119-134) and abstract. Also available in print.
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Thabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.
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Dakada, Alinda. "Teachers’ experiences in identifying learners with learning barriers in a Full Service School." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6147.

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This study investigates teachers‟ experiences in identifying learners with learning barriers in one primary school in the East London District. It focuses on diversity and inclusive education as well as practices and procedures within the school. This is a phenomenological study conceptualized in terms of social constructivism(Leatherman, 2007), Kurt Lewin‟s Field Theory(Neill, 2004) and ecological systems theory(Maddock, 2000).The literature review encompasses four focal points: conceptualisation of inclusive education, inclusive education in South Africa, policy implementation, and lessons l
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Pham, Huong Thi Mai. "Attitudes towards inclusive education of students with disabilities in Vietnam : a survey of regular lower secondary school teachers /." Oslo : Department of Special Needs Education, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/isp/2008/73247/pham_master.pdf.

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34

Simi, Janine. "Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands." The University of Waikato, 2008. http://hdl.handle.net/10289/2451.

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Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another. While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands. It has bee
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Brown, Zeta. ""We just have to get on with it" : inclusive teaching in a standards driven system." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/311413.

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Q-methodology was used alongside semi-structured interviews with primary school teachers to explore their positions on two key areas of education ideology: inclusive schools and standards in education. The study explored in depth the views of 26 teachers in 6 schools, selected through purposive sampling to give a range of individual and institutional demographics. Key statements were compiled from the literature that offered a wide spectrum of personal and professional positions on the two issues of standards and inclusion in education. These statements were produced as sets of cards for parti
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Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.
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Anderson, Norma J. "Block scheduling : effects on instructional strategies /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946321.

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Naidoo, Allan Quinton. "Inclusive education: a phenomenological study of the experiences of teachers in a mainstream primary school in East London." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/531.

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In 2001 the Department of Education formulated policy that makes provision for learners with mild to moderate barriers to learning to be taught in mainstream primary schools. This policy became known as White Paper 6: Special needs education. The premise of this policy is to eventually convert all mainstream primary schools into full service schools that will cater for the full range of educational needs. The policy however created a dilemma for mainstream primary schools as the majority of them never received any training in special needs education. Most teachers therefore do not have the req
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Stidham, Kelley M. "General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437420783.

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Ochiogu, Stella Ngozi. "Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1424.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015<br>One of the objectives of setting up a special needs school system in South Africa (SA) was to ensure that children with learning disabilities and special needs are part of a full service, inclusive education system. In SA, special needs education can be traced back to the Apartheid during which learners were segregated on the b
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Atkins, Tina. "A case study examining the collaboration between general education and special education teachers in inclusive classrooms." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10222008-160635.

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Yeni, Nombulelo Priscilla Esther. "Creating inclusive schools : critical considerations for school management teams." Thesis, 2012. http://hdl.handle.net/10413/9352.

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A qualitative case study of critical consideration for the SMT in developing inclusive schools is reported in this study. The study was conducted in one rural district in the south coast area in the province of KwaZulu-Natal. The aim of the study was to determine the SMT’s understanding of inclusive education and to establish what they consider as important in ensuring that their schools are inclusive. Lastly, it sought to identify the challenges that they faced in making their school inclusive. This was a single case study. The study targeted 5 SMT members who were involved in a focus group i
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Cheng-Chieh, Chen, and 陳政杰. "Teachers Self-Efficacy in Inclusive Education：Examining Senior High School Teachers in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20550309763615094559.

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碩士<br>靜宜大學<br>社會工作與兒童少年福利學系<br>103<br>The study aims to investigate the efficacy of senior high school teachers in Taichung through documentary analysis and self-efficacy scales, sampling 226 teachers. Our findings are as followed. First, teaching strategies demonstrate the internal efficacy of a teacher as well as the implementation of IEP and a teacher’s acceptance toward students. On the other hand, good teacher-student interaction shows the external efficacy at the highest level compared to parent-teacher communication and teaching proficiency. Second, if teachers have background in specia
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Pai, Yi-Fang, and 白宜芳. "A study of pre-school teachers’ inclusion beliefs and teaching practices in inclusive classroom." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/35349347578755251780.

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碩士<br>國立臺中教育大學<br>幼兒教育學系早期療育碩士班<br>102<br>The purpose of this study was to investigate the current status and relationships of Taichung pre-school teachers’ inclusion beliefs and teaching practices in inclusive classroom. In this study, researcher used Wu&Bai(2013) “pre-school teachers’ inclusion beliefs and teaching practices scale” as the research tool. A total of 380 copies of the scale were delivered to pre-school teachers in Taichung City. The pre-school teachers were selected by the method of stratified random sampling so that the attributes of public school and private school would be i
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陳羿庭. "Teacher Satisfaction With Inclusive Education Support Services for Elementary School teachers in Changhua County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/37952487406014963432.

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碩士<br>國立彰化師範大學<br>特殊教育學系所<br>97<br>The purposes of this study were to investigate elementary teachers’ satisfactions of inclusive education support services provided in Changhua County and whether teachers with different backgrounds would differ in their satisfactions. A questionnaire was development and filled out by 407 general education teachers. Four major findings were found: (1) teachers didn’t frequently receive support services and had medium satisfactions; (2) no significant differences were found in satisfaction ratings among teachers with different special education trainings; (3) t
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Kubyana, Kgaugelo Daphney. "Attitudes of special school teachers towards inclusion." Thesis, 2008. http://hdl.handle.net/10210/932.

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The study focuses on the attitudes of teachers towards inclusive education that is phased in according to White Paper 6 on inclusive education. Since the first democratic elections in South Africa in April 1994, a general feeling of optimism and a common commitment to improving the quality of education has emerged and many changes have taken place. The basis of this change is laid by the constitution of the country and the Bill of Rights that ensures the rights of all civilians including those of learners towards education. Furthermore the rights of all learners towards their education is cate
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Lin, Bih-Ju, and 林碧珠. "The Research on Teachers’ Teaching Disturbance inElementary School Inclusive Education Class." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/ftxtwc.

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碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>94<br>The main purpose of this study was to explore the difficult situation and the teaching problems encountered by the elementary school inclusion class teachers in Central Taiwan (i.e. Taichung County, Taichung City, Changhua County and Nantou County). Also, this study was to examine the degree of influence of the teachers’ teaching problems on background variables. This research takes questionnaire as a main research method with blend education teachers in central Taiwan elementary schools as its subjects. 250 copies of questionnaire in total were sent out, whil
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Opoku, MP. "The intentions of secondary school teachers towards practising inclusive education in Ghana." Thesis, 2020. https://eprints.utas.edu.au/35879/1/Opoku_whole_thesis.pdf.

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The importance of inclusive education in achieving an inclusive society cannot be overemphasised. In Ghana, though the government has taken steps to implement inclusive education at all levels of education, empirical evidence suggests that schools have been struggling to include students with disabilities. However, the challenges reported in the Ghanaian literature are mainly limited to the experiences of basic school teachers (year 1 – 9; Paper 1). In the contemporary context there is a global agenda, led by the United Nations and advocated through the Sustainable Development Goals, to elimin
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"The experience of educators of inclusive education in a primary school." Thesis, 2008. http://hdl.handle.net/10210/561.

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The purpose of this research study was to explore and describe the experience of primary school educators of inclusive education. Educators experience inclusive education with dissimilar attitudes and perceptions. Educators constantly have to cope with large numbers of learners in the classroom, an inflexible curriculum and a lot of administration work. All these things make implementation of inclusive education difficult. I perceive that there is a need to re-evaluate the existing curriculum and come up with new teaching methods to assist the educators to cope with their dilemma. The objectiv
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Chiang, Wan-Ssu, та 蔣琬斯. "Implementing LGBTᐩ Inclusive Education: The Approach and Praxis of Secondary School Teachers". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/runm5k.

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博士<br>國立高雄師範大學<br>性別教育博士學位學程<br>107<br>A component of Taiwan’s Gender Equity Education, the LGBT⍏ inclusive education learning standard has yet to be delineated by official regulations. Furthermore, the standard has been a subject of frequent contention recently due to suppression enacted by anti-LGBT groups. In order to examine the current state and challenges of LGBT⍏ inclusive education, better understand LGBT⍏ inclusive curriculum, and develop strategies to respond to attacks from anti-LGBT groups, this research used qualitative methods to interview nineteen teachers who have experience pr
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