Relevant bibliographies by topics / Mainstreaming in education – Namibia – Public opinion

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Mainstreaming in education – Namibia – Public opinion'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Mainstreaming in education – Namibia – Public opinion"

1

Lee, Jin, Tommaso Barbetta, and Crystal Abidin. "Influencers, Brands, and Pivots in the Time of COVID-19." M/C Journal 23, no. 6 (2020). http://dx.doi.org/10.5204/mcj.2729.

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In light of the COVID-19 pandemic, where income has become precarious and Internet use has soared, the influencer industry has to strategise over new ways to sustain viewer attention, maintain income flows, and innovate around formats and messaging, to avoid being excluded from continued commercial possibilities. In this article, we review the press coverage of the influencer markets in Australia, Japan, and Korea, and consider how the industry has been attempting to navigate their way through the pandemic through deviations and detours. We consider the narratives and groups of influencers who
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Dissertations / Theses on the topic "Mainstreaming in education – Namibia – Public opinion"

1

Kahikuata-Kariko, Inaani. "Namibian primary school principals' attitudes toward educating students with disabilities in the regular classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263898.

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The SALAMANCA Statement (UNESCO, 1994), and the Namibian constitution (1990) commit the government to offering education to children with disabilities. The primary focus of this study was to examine the attitudes of the population of primary school principals' with regard to the inclusive education practice of placing and educating students with disabilities in the regular classrooms. In addition, the researcher sought to ascertain principals' perceived barriers and needs with regard to facilitating and implementing inclusive education practices. The survey instruments used to collect data con
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2

Speicher, Doris E. "The use of professional development in establishing an inclusion program in Indiana public schools." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955091.

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This study investigated the relationship of the elements of professional development and the attitudes of teachers and principals toward inclusion. Participants in the study were the teachers and principals in Indiana schools designated as "Inclusion Schools" by the Indiana State Legislature in the summer of 1992. Thirty-one schools of the 50 designated schools were approved for data collection. Three hundred ninety teachers and 31 principals responded to the survey instrument.The dependent variables were the attitudes of the participants toward the inclusion process and the concept of inclusi
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Bennett, Michael R. "A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019471.

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The purposes of this study were to determine if the following factors pertaining to elementary school principals; amount of undergraduate/graduate training in special education, previous experience with disabled students, and professional development training, had a relationship to their attitudes regarding the education of students with disabilities in the regular classroom. The study also sought to determine if differences existed between principals' attitudes toward the inclusion of different categories of disabled students into the regular classroom.The population of the study consisted of
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Books on the topic "Mainstreaming in education – Namibia – Public opinion"

1

Ronning, J. Promoting social interaction and acceptance of children with intellectual disabilities in Zambia. Institute for African Studies, University of Zambia, 1989.

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2

Attitudes toward handicapped students: Professional, peer, and parent reactions. Erlbaum, 1985.

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3

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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7

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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8

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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9

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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10

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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