Log in

Relevant bibliographies by topics / Inclusive Teaching Strategies / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Inclusive Teaching Strategies.

Dissertations / Theses on the topic 'Inclusive Teaching Strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 42 dissertations / theses for your research on the topic 'Inclusive Teaching Strategies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Dallas, Bryan. "ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/456.

Full text

Abstract:

This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The

APA, Harvard, Vancouver, ISO, and other styles

2

Alamri, Abdulrahman Saleh. "University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984244/.

Full text

Abstract:

This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain se

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

4

Van, Staden Shauwn Quinton. "Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.

Full text

Abstract:

Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010<br>The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In t

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Palmer, Jackie. "Asperger syndrome and high-functioning autism and the general education classroom [electronic resource] : best known teaching strategies /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Palmer_JMIT2010.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

Campbell, Anita. "The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.

Full text

Abstract:

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006<br>The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The resear

APA, Harvard, Vancouver, ISO, and other styles

9

Mateusi, Maphaphi Clement. "Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/170.

Full text

Abstract:

Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011<br>The purpose of this study is to investigate teaching strategies that ensure the inclusivity of learners with physical and/or mental impairments in the mainstream schools in Lesotho. The intention being to equip educators with strategies that can be employed in order to address this didactical challenge at mainstream schools. The inclusion of impaired learners can be achieved only if teachers understand the purpose of inclusive education as defined by Van Rooyen and De Beer (2006) that inclusive ed

APA, Harvard, Vancouver, ISO, and other styles

10

Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Afolabi, Deborah. "Elementary Teachers' Perspectives of the Support Facilitation Instructional Model." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5818.

Full text

Abstract:

The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how stud

APA, Harvard, Vancouver, ISO, and other styles

12

Bwire, David. "Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

14

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

15

Putt, Lisa Christine. "Inclusion Teachers' Attitudes and Practices Regarding Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3823.

Full text

Abstract:

Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was

APA, Harvard, Vancouver, ISO, and other styles

16

Marks, Lori J., and Patricia Burgess. "Responding to Inclusion Needs and Concerns of Teachers and Administrators: Instructional Strategies." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3727.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Smith, Thelma Gray. "A Principal's Leadership in the Implementation and Support of Inclusion." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77353.

Full text

Abstract:

The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013

APA, Harvard, Vancouver, ISO, and other styles

18

Lonnakko, Teresia. "Inkludering av elever i behov av särskilt stöd i helklassundervisning i svenska." Thesis, Umeå universitet, Institutionen för språkstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-79578.

Full text

Abstract:

Abstract The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes. This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree t

APA, Harvard, Vancouver, ISO, and other styles

19

Ankarlund, Maria. "Inkludering i skolverksamhet : En analys om en grupp pedagogers uppfattning om en inkluderande skolverksamhet." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13801.

Full text

Abstract:

Inkludering är ett begrepp vilket kan antyda individens gemenskap med andra människor, en gemenskap baserad på upplevd ömsesidighet och delaktighet. Inkluderad kan även antyda att någon eller något ingår i en kontext, exempelvis att eleven är en del av gruppen eller att momsen är inkluderad i priset. Beroende på i vilken kontext begreppet används blir betydelsen olika. Inom svensk skolverksamhet ska alla barn erbjudas bildning samt stimuleras till livslångt lärande. Pedagoger inom skolverksamheten ansvarar för barn samt ungas bildning och ytterst ansvarig är rektor för att så sker. Forskning v

APA, Harvard, Vancouver, ISO, and other styles

20

Fernandes, Jomara Mendes. "Propostas alternativas para a educação inclusiva a surdos: enfoque nos conteúdos de balanceamento de equações químicas e estequiometria para o ensino médio." Universidade Federal de Juiz de Fora, 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/1713.

Full text

Abstract:

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-07T11:45:28Z No. of bitstreams: 1 jomaramendesfernandes.pdf: 3360257 bytes, checksum: 23c501ca49a19b848b8361febe3f83e5 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T13:30:26Z (GMT) No. of bitstreams: 1 jomaramendesfernandes.pdf: 3360257 bytes, checksum: 23c501ca49a19b848b8361febe3f83e5 (MD5)<br>Made available in DSpace on 2016-07-02T13:30:26Z (GMT). No. of bitstreams: 1 jomaramendesfernandes.pdf: 3360257 bytes, checksum: 23c501ca49a19b848b8361febe3f83e5 (MD5) Previous

APA, Harvard, Vancouver, ISO, and other styles

21

Duchaine, Ellen L. "Effect of Response Cards on Academic Outcomes." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/75.

Full text

Abstract:

ABSTRACT EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL STUDENTS WITH DISABILITIES WHO EXHIBIT CHALLENGING BEHAVIORS by Ellen L. Duchaine Response cards (RC) support effective teaching strategies such as maintaining a brisk pace of instruction, increased opportunities to respond, immediate and frequent corrective feedback, and high rates of behavior specific praise statements; all of which have been effective in increasing student engagement for students with and without emotional and behavioral disorders (E/BD) (Emmer & Stough, 2001

APA, Harvard, Vancouver, ISO, and other styles

22

Lake, Nicola. "Teachers' teaching strategies in a sample of South African inclusive classrooms." Thesis, 2016. http://hdl.handle.net/10539/22811.

Full text

Abstract:

A research report submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology by coursework and research report in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2010<br>The study explored how teachers in mainstream schools in South Africa attempt to ensure all learners are included in the classroom as active participants. Inclusive education has been the educational policy in South Africa since 2001 and teachers are invaluable in implementing it, thus this research explored what teachers do in the classroom to ensure all learne

APA, Harvard, Vancouver, ISO, and other styles

23

Mabena, Sibongile Patience. "Teaching strategies used in an inclusive primary school classroom : a case study." Thesis, 2014. http://hdl.handle.net/10210/10021.

Full text

Abstract:

M.Ed. (Educational and Learning Support)<br>The research problem addressed in this research essay focused on the teaching strategies that were used by the teacher in the classroom to facilitate inclusion. The investigation was carried out with the aim of exploring these teaching strategies. The South African Constitution supports the inclusion of learners with barriers to learning and development in regular classrooms as a human rights issue. This right is further underpinned by White Paper 6, which compels all the schools to admit and accommodate these learners in their classrooms. One of the

APA, Harvard, Vancouver, ISO, and other styles

24

Lu, Pei Ling, and 呂佩玲. "A Study of Teaching Problems and Coping Strategies for Teachers in Preschool Inclusive Classes." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ne8bte.

Full text

Abstract:

碩士<br>國立臺東大學<br>進修部暑期學校行政碩士班<br>107<br>The purpose of this study was to explore teachers’ views in preschool inclusive classes on the implementation of inclusive education, teaching problems and coping strategies. The study adopted qualitative research method. The qualitative data included semi-structured interviews from three preschool teachers, relevant documents and files. Based on the analysis, the results of this research were as follows: 1. According to “The Special Education Act”, the preschool teachers in inclusive classes showed acceptable attitude to inclusive education. 2. The teach

APA, Harvard, Vancouver, ISO, and other styles

25

ru, chan huei, and 陳慧如. "Action research on teaching strategies of inclusive physical education used on student with moderate mental retardation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/38717888091179525482.

Full text

Abstract:

碩士<br>國立臺中教育大學<br>體育學系碩士班<br>95<br>Action research was designed to describe how the effects of the teaching strategies of inclusive physical education used on student with moderate mental retardation, and how the researcher overcome problems during the research process of teaching in inclusive physical education class for the 3rd graders. Data collection methods included the participant observation, interview, portfolio and documents. The participants of this study were a third grader class from an elementary school. There were four months of action research conducted during the process. The r

APA, Harvard, Vancouver, ISO, and other styles

26

HO, Wangting, and 何菀婷. "The Study of Elementary Inclusive Education Asperger’s School Child’s teaching Strategies intervene improving the track of school adaption." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/84857053916942678512.

Full text

Abstract:

碩士<br>國立臺東大學<br>特殊教育學系碩士在職專班<br>101<br>Abstract The purpose of this study was to discuss the elementary inclusive education Asperger’s school child’s teaching strategies intervene to improve the track of school adaption. Understanding Aspeger’s school children’s dilemma of school adaption、factors of impacting school adaption and situation changed after teaching strategies involved. The case study was our research method and the object of this case was one 3rd grade student in regular classes. Participating in the observation、analyzing documents and depth interviews with case’s teachers and par

APA, Harvard, Vancouver, ISO, and other styles

27

Rodrigues, Cármen Sofia Gomes. "Inclusão de uma aluna com Trissomia 21 no ensino secundário: estudo de caso." Master's thesis, 2013. http://hdl.handle.net/10400.26/10760.

Full text

Abstract:

Com o alargamento da escolaridade obrigatória, os alunos com Necessidades Educativas Especiais com Currículo Específico Individual veem o seu percurso escolar alargado até ao ensino secundário. A escola que se pretende inclusiva deverá pois ter respostas para receber estes alunos e proporcionar ferramentas adequadas ao seu desenvolvimento e sucesso educativo, promovendo uma adequada transição para a vida pós-escolar. O presente estudo procura dar um contributo para uma reflexão sobre a inclusão de alunos com Necessidades Educativas Especiais com Currículo Específico Individual no ensino secun

APA, Harvard, Vancouver, ISO, and other styles

28

LEE, YI-SHAN, and 李宜珊. "A Study on Teachers’ Teaching Problems Encountered in Inclusive Education and Their Coping Strategies — A Case of Municipal Elementary Schools of Sanchung District in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/43gu94.

Full text

Abstract:

碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>104<br>The purpose of this study is to explore teachers’ encountered in inclusive education and their coping strategies of municipal elementary school teachers at Sanchung District in New Taipei City. Inclusive education is a mainstream at our contemporary, but it also causes teaching problems for elementary school teachers. Teaching problems consist of “curriculum and teaching”, “professional knowledge”, “supporting system”, and “assessment”. Coping strategies consist of “support seeking”, “rational thinking”, “problem solving”, and “self-adjustment”. A questionna

APA, Harvard, Vancouver, ISO, and other styles

29

Enock, Rebecca Joe. "Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education." Diss., 2011. http://hdl.handle.net/10500/7722.

Full text

Abstract:

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool t

APA, Harvard, Vancouver, ISO, and other styles

30

Mpya, Gladness Nwacoye. "Managing inclusive education in the classroom with reference to the Nkangala region in Mpumalanga." Diss., 2007. http://hdl.handle.net/10500/2294.

Full text

Abstract:

In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers. The data is based

APA, Harvard, Vancouver, ISO, and other styles

31

Horová, Edita. "Diferenciace a individualizace výuky nadaných žáků s ADHD na 1. stupni ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387195.

Full text

Abstract:

This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals w

APA, Harvard, Vancouver, ISO, and other styles

32

Cotterell, Elize Marcella. "The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study." Diss., 2015. http://hdl.handle.net/10500/21554.

Full text

Abstract:

Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced at independent schools when compared to the guidelines for implementing inclusive education as provided for by the Department of Education’s Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011. In line with universal human rights movements and South African law, the inclusion of learners with learning disabilities or learning barriers into ma

APA, Harvard, Vancouver, ISO, and other styles

33

Chuang, Hsiu-Ni, and 莊秀妮. "A Study of Teaching Problems and Coping Strategies of Elementary School Inclusion Class Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/82144190531822830345.

Full text

Abstract:

碩士<br>國立臺中教育大學<br>特殊教育學系碩士在職專班<br>103<br>The purpose of this qualitative study was to investigate issues related to the attitudes, teaching problems, coping strategies, reflections and recommendations of the elementary school inclusion class teachers toward inclusive education. Experiences and viewpoints were collected by interviewing eight participants. After organizing the interview data, and correlating with literature, further discussion and analysis were made. The main findings of this study were as followed: 1.The teachers’ attitudes towards inclusive education are positive. And they app

APA, Harvard, Vancouver, ISO, and other styles

34

Ditshego, Nthabiseng Jacintha. "Teaching English First Additional Language to grades 10 and 11 progressed learners to enhance communication proficiency." Diss., 2020. http://hdl.handle.net/10500/27055.

Full text

Abstract:

Abstracts in English, Sesotho and Xhosa<br>Through learner progression in South African primary and lower secondary public schools, many learners proceed to the Further Education and Training (FET) Phase without proficiency in English First Additional Language (EFAL), the language of learning and teaching (LoLT). Compelled by this challenge, this multiple-case study aimed to explore the lived experiences of grades 10 and 11 teachers in teaching progressed learners to enhance communication proficiency in EFAL. The study was informed by a qualitative research approach, embedded in a constructivi

APA, Harvard, Vancouver, ISO, and other styles

35

Lategan, Irene Anne Stewart. "Guidelines for the teaching of reading in the intermediate phase within the context of inclusion." Thesis, 1999. http://hdl.handle.net/10500/17172.

Full text

Abstract:

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instr

APA, Harvard, Vancouver, ISO, and other styles

36

Verde, Elisabete Maria Gonçalves Afonso. "Aplicação da estratégia "Semantic Feature Analysis" no 2.º ciclo do Ensino Básico em contexto inclusivo: um estudo "quasi-experimental"." Master's thesis, 2016. http://hdl.handle.net/1822/43013.

Full text

Abstract:

Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)<br>Com este estudo pretende-se mostrar a eficácia da estratégia Semantic Feature Analysis (SFA) relativamente ao desenvolvimento do vocabulário e compreensão de conceitos teóricos. Tem como finalidade conhecer, descrever e analisar o impacto desta junto de uma turma de 5.º ano de escolaridade no âmbito da disciplina de Ciências Naturais. Neste sentido, foi desenvolvido um estudo quasi-experimental, junto de uma amostra composta por cinquenta e cinco alunos do 5.º ano de esco

APA, Harvard, Vancouver, ISO, and other styles

37

Oliveira, Sílvia Marina de Sousa. "Análise da implementação da estratégia "Semantic Feature Analysis" em contexto inclusivo: um estudo "quasi-experimental" no 1º Ciclo do Ensino Básico." Master's thesis, 2016. http://hdl.handle.net/1822/43012.

Full text

Abstract:

Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)<br>Este estudo teve por finalidade conhecer, descrever e analisar o impacto da estratégia Semantic Feature Analysis (SFA) na aquisição e desenvolvimento do vocabulário e na compreensão de textos, junto de alunos do 3.º ano de escolaridade, do 1.º Ciclo do Ensino Básico. Nesse sentido, foi desenvolvido um estudo quasiexperimental, cuja amostra era constituída por 65 alunos, distribuídos por três grupos: grupo de ensino regular (GER), grupo de ensino estruturado (GEE) e grupo d

APA, Harvard, Vancouver, ISO, and other styles

38

Klímová, Alena. "Strategie diferenciace na počátku školní docházky." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337467.

Full text

Abstract:

The outcome of the project is a current trend of equal children education. The trend of inclusion leads to associate students with special needs with non-disabled students. It makes bigger demands on competence of teacher (the teacher on first level of education on elementary school in Czech Republic). The teacher who's applying this project must find the best way how to organize school lessons in heterogeneous classes. The teacher should be able to use entire potential of pupils since the school year has started. The theoretic part of book contains facts and advantages of differentiated instr

APA, Harvard, Vancouver, ISO, and other styles

39

Phala, Thembi Anastacia Lucky. "Reading support for grade 3 learners in full-service schools, Gauteng." Thesis, 2019. http://hdl.handle.net/10500/25763.

Full text

Abstract:

In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream s

APA, Harvard, Vancouver, ISO, and other styles

40

Marques, Liana Vale dos Santos. "O meu mundo é o teu mundo : estratégias de inclusão de alunos com autismo em escolas regulares." Master's thesis, 2016. http://hdl.handle.net/10437/7615.

Full text

Abstract:

Orientação: Thiago Alves Nunes Rodrigues Tavares ; co-orientação: Maria Odete Emygdio da Silva<br>O Transtorno do Espectro Autista – TEA é caracterizado por atrasos no neurodesenvolvimento, com inabilidades em três áreas: Linguagem, comunicação e interesses restritos, possuindo características variadas, recebendo a denominação de espectro. A escola é um importante espaço de identificação e desenvolvimento das áreas que estão deficitárias em crianças com autismo, sendo fundamental que a escola seja inclusiva para o desenvolvimento desses indivíduos. O processo inclusivo é um caminho, ou s

APA, Harvard, Vancouver, ISO, and other styles

41

Cativo, Ana Rita Matias. "Relatório final de estágio realizado na Escola Secundária Luís de Freitas Branco." Master's thesis, 2019. http://hdl.handle.net/10400.5/19121.

Full text

Abstract:

Este relatório relata a minha experiência de estágio pedagógico realizado na Escola Secundária Luís de Freitas Branco em Paço de Arcos, no ano letivo 2018/2019. Na elaboração deste documento foquei-me no contrabalançar de uma análise descritiva, reflexiva e projetiva sobre todo o processo de estágio. Neste estão expressas todas as dinâmicas de um agrupamento numeroso, inserido em diversos projetos, com um vasto e diversificado plano anual de atividades e com um grupo de educação física singular. Ao longo do relatório pode ser encontrado uma descrição detalhada do trabalho realizado nas

APA, Harvard, Vancouver, ISO, and other styles

42

Roveredo, Olga Diogo. "A inclusão em educação física : a relação entre crenças normativas e estratégias de gestão de conflitos nos alunos do 2º e 3º ciclos." Master's thesis, 2016. http://hdl.handle.net/10437/7828.

Full text

Abstract:

Orientação: Francisco Alberto Ramos Leitão<br>O presente estudo teve como objetivo analisar se as Crenças Normativas se relacionavam, positivamente, com as diferentes Estratégias de Gestão de Conflitos – Estratégia da Imposição de Comportamentos, Estratégia da Acomodação, Estratégia do Afastamento e Estratégia da Resolução de Problemas - em relação à inclusão dos seus pares com deficiência nas aulas de EF. A amostra foi constituída por 1763 alunos do 2º e 3º ciclos do ensino básico de 10 escolas do concelho de Lisboa. Dos 1763 alunos, 869 eram do género masculino e 894 eram do género feminino,

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!