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Dissertations / Theses on the topic 'Special primary schools'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Walker, Trevor Charles. "Leading primary schools through and beyond special measures." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020516/.

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The status of special measures has been an outcome of school inspection for more than a decade. This study contributes to understanding the leading of primary schools through and beyond that outcome. Through self-perception, headteachers examine the relationship and interplay between their leadership and their schools' cultures. The study focuses on the agency of leadership through a process of change, so generating propositional ideas that extend the current theoretical framework. Two cultural typologies are identified that are specifically associated with this status. One is encountered at t

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2

Huckman, Lynda. "Decision making in primary schools with special reference to local management of schools." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240718.

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3

Samms, Jillian. "Inclusion in Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, and Concerns." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3367.

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Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived sch

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4

Moody, Jenny Ryeluan. "The perceptions of children with special educational needs in mainstream primary schools." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435808.

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5

Logan, Anna. "A multicase study of the role of the special needs assistant supporting pupils with special educational primary schools." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534692.

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6

Yunusa, Ali. "An analysis of parental involvement in primary and secondary schools and their role in supplementary schools." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/34797/.

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This study analyses the roles, responsibilities and functions of parents in the education of their children. Parents are found to be involved in classroom-based as well as non-classroom based school activities. A sample of 5 headteachers, 35 teachers, 45 parents and 12 parent governors was selected in exploring parental involvement in schools. Parental involvement was also examined in four supplementary schools. The views expressed by parents, teachers, headteachers, parent governors and the organisers of the supplementary schools were analysed. Parental involvement was found to have been in p

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7

Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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8

Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.

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This decade has seen an increasing awareness by the Commonwealth Schools Commission, the ACT Schools Authority, educators and members of the community of students who are gifted in a diversity of areas. A number of programs designed to meet the special needs of gifted students have been developed in some primary schools in the A.C.T. and it is timely that the attitudes of principals, teachers and parents were assessed. To assess the attitudes of the three populations (principals, teachers and parents) toward general attitudes about gifted students, key aspects of planning and organisation of g

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9

Mwangi, Lucy. "Special Needs Education (SNE) in Kenyan public primary schools : exploring government policy and teachers' understandings." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7767.

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This research focuses on Special Needs Education (SNE) in Kenyan Public Primary Schools: Exploring Government Policy and Teachers’ understandings. At a time when Kenya is introducing reforms with a view to addressing broad national objectives and providing universal primary education (UPE) after the massive enrolment increases arising from the free primary education declaration (FPE), it was important to establish teachers’ understandings on SEN. The study was undertaken in 27 primary schools in urban, municipal and rural parts of Kenya. A phenomenological qualitative approach was mainly used

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10

Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.

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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and

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11

Duncan, Barry Donald. "Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17028.

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Bibliography: pages 153-160.<br>This study aims to locally contextualize and critically evaluate a PARENT COUNSELLOR ASSISTANCE (PCA) programme implemented in a local primary school. The programme investigated the possibility of providing an appropriate schools-based indirect service in the form of a consultation and counsellor assistance programme. This included reflecting on a consultative role of the educational psychologist as being a more appropriate role in keeping with the demands for a new unitary educational dispensation in South Africa. The design and methodology of the study was inf

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12

Hyne, Sally Patricia. "Using assessment data to support the learning of young pupils in four Kent primary schools." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6193/.

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This thesis discusses how assessment data are used to support the learning of pupils aged four to seven years in four Kent primary schools. The sample was 451 pupils in Reception, Year 1 and Year 2; the researcher collected and analysed quantitative data from pupil attainment on school entry – either as Baseline Assessment or the Foundation Stage Profile – and from results in reading, writing and mathematics at the end of KS1, both as SATs and Teacher Assessment. These data were triangulated with qualitative data collected from a semi-structured questionnaire, classroom observations and interv

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13

Evans, Kirsty Marie. "Primary school teachers' experiences of well-being : how can well-being be supported by schools and educational psychologists?" Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7087/.

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With the additional responsibilities that come from the new SEND Code of practice and a government focus on supporting the mental health of children, the well-being of teachers was deemed a relevant and useful focus of research. This study aimed to elicit teachers’ experiences of well-being and the factors that support well-being, considering the role for the school and the Educational Psychologist. Data was collected from five Key Stage Two teachers in the same local authority using semi-structured interviews and analysed using Interpretative Phenomenological Analysis (Smith, Flowers and Lark

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14

Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will

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15

Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.

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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and acad

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Wood, Rebecca. "The inclusion of autistic children in the curriculum and assessment in mainstream primary schools." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8102/.

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Growing numbers of children are being diagnosed with autism in the UK and, against a backdrop of increased legislative and administrative provisions for educational inclusion, more autistic children are being educated in mainstream primary school settings. However, while there is evidence of the continued exclusion of autistic children, their performance in school tests seems poor, and their longer-term outcomes impoverished. Meanwhile, debates continue about the nature of autism itself. My project, informed by the social model of disability, theories of language and interpretation, inclusion,

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17

Blevins, Leia, James J. Fox, and R. Leppert. "Primary Level PBS: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/154.

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18

Hadjikakou, Eleni C. "Investigating aspects of using 'standard' information technology to help children with learning difficulties/specific learning difficulties in primary schools in Cyprus." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286002.

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19

Rapti, Maria. "Headteachers' leadership role and inclusion of students with Special Educational Needs in primary mainstream schools in Epirus, Greece." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17590/.

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20

Mather, Mary Christina. "Exploring the use of music to support children with special educational needs and disability in mainstream primary schools." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/6450/.

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This thesis explores the use of music to support children with special educational needs and disability in mainstream primary schools in England. Multi-disciplinary research generally identifies the potential of music to support wider learning through the implicit cognitive, sensory and social processes involved in musical learning. Although debate continues about causality, increasing reference is being made to the potential use of music as an intervention in learning support programmes. However, little is known about its use in practice in mainstream primary education. Moreover, few studies

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21

Fitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.

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This research considers approaches to leadership and management in inclusive and special education in six mainstream post-primary schools in Ireland. It specifically explores the role of the Special Educational Needs Coordinator (SENCO), the teacher with responsibility for the day-to-day implementation of policies relating to the inclusion of learners with SEN from the perspectives of six SENCOs and their Principals. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. An interpretivist para

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Wheeler, Linda. "Attention Deficit Hyperactivity Disorder (ADHD) : identification, assessment, contextual and curricular variability in boys at KS1 and KS2 in mainstream schools." Thesis, University of Worcester, 2007. http://eprints.worc.ac.uk/466/.

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The concept of Attention Deficit Hyperactivity Disorder (ADHD) in children presents conceptually controversial and practical challenges on several levels. These include the theoretical basis of the disorder, its manifestations in everyday life and identification and assessment procedures. The field has attracted considerable attention from professionals in the areas of education, psychology and health. One of the major areas where ADHD behaviours can present problems is in school settings. The present research derives from, and addresses, English educational perspectives and practices, based i

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23

Sherwood, Donna M. "An investigation into the experience of meeting the special educational needs of pupils in shift primary schools in Jamaica." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5256.

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School days are organised on a whole day and or a shift basis in different countries. When the school day is arranged on double shift basis, two sets of pupil attend the same school in a given day. This thesis is based on a phenomenological research which examined how the education of pupils with special educational needs (SEN) was addressed in shift primary schools in Jamaica. A case study was undertaken with a view of understanding the day-to-day experiences of the issues of how shift primary schools constructed and managed the SEN of pupils and sought to understand the ‘why’ in operation. I

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24

Blevins, Leia, and James J. Fox. "Primary Level-School-Wide Positive Behavior Support: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/150.

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25

Rampa, Petros Lesoeu. "Impact of labour relations on educational institutions with special reference to primary and secondary schools / by Petros Lesoeu Rampa." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2548.

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26

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

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

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27

Frisby, Hayley. "The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/401546/.

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Over the past twenty years there has been a continuous and significant rise in the number of teaching assistants (TAs) working within English schools and they are increasingly taking on a more pedagogical role, often working with pupils with special educational needs(SEN). A systematic review of the international literature was conducted, exploring the impacts of TA support on pupils’ academic, social and emotional/behavioural outcomes(including 24 papers published between the years 2000 and 2015). Key stakeholders’ views about the impacts of TA support were found to be largely positive, as we

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28

Papanicolaou, Nicos. "An investigation into policy and management of museum education for primary schools in Cyprus with special reference to art education." Thesis, University of Roehampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529612.

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29

Child, Samantha. "Social experiences and belonging : an ethnography of children in two primary schools supporting children with social, emotional and behavioural difficulties." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374160/.

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30

Saddler, Helen Jane. "Management of Teaching Assistants to promote the Social Inclusion of pupils identified with Special Educational Needs in mainstream English primary schools." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/13037/.

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This thesis presents a qualitative investigation into the complexities associated with the management of Teaching Assistants (TAs) in mainstream English primary schools. The aim of this study was to determine the specific influence of TAs on the process of social inclusion, with particular regard to pupils identified with Special Educational Needs (SEN). In providing a background for the investigation, three interconnected literature bases are analysed: first, the complexity of TAs’ role; second, the management structures currently operating regarding TAs’ role; and third, the social inclusion

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31

Shadaya, Girlie. "Examining the nature and extent to which learners with special educational needs are included in regular schools: the case of four primary schools in Cape Town, South Africa." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2336.

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The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed meth

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32

Tryfonos, Stella. "How 'good practice' when working with pupils presenting with Behavioural, Emotional and Social Difficulties (BESD) in school is perceived by practitioners : an exploratory case study of two primary ZEP schools in Cyprus." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/4145/.

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Pupils who present with Behavioural, Emotional and Social Difficulties (BESD) at school have been the focus of extensive study, research and reports for many years in England. These have focused on exploring the nature of BESD, contributing factors relating to school and the schools that have shown evidence of good practice when working with these pupils. This work has reflected the situation in the English education system. In Cyprus, however, answers to questions about how best to educate pupils who may demonstrate BESD remain elusive. In 2003, the Cypriot government approved a policy priori

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Tyala, Sindiswa. "An investigation of issues adversely affecting black education, with special relation to poverty, vandalism and school fee payments : a study of some Eastern Cape primary schools." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/625.

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The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analy

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34

Tan, Qinyi. "Examining the barriers to inclusive education for students with special educational needs. A case study of two primary schools in Mainland China." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285411.

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El propósito del estudio fue explorar las barreras para la inclusión de los alumnos con necesidades educativas especiales en dos escuelas de educación primaria en el contexto sociocultural de China, a través del índice de Inclusión en cinco dimensiones que incluyen las actitudes y valores, la gestión y tamaño del aula, la administración escolar y la colaboración, la formación de profesores y el entorno físico. Con el fin de conocer las necesidades educativas especiales en el proceso de inclusión en las aulas regulares, este estudio intentó aplicar instrumentos como el cuestionario (índice de

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35

Shadaya, Girlie. "The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006239.

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Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education need

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Clayton, W. T. "Welfare assistance as a resource to help with the education and management of children with special educational needs in ordinary primary schools." Thesis, University of Winchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290428.

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37

Spence, Jasmine. "The peer relations of pupils with and without special educational needs in mainstream primary schools : interactions on the playground and in class." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055621/.

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Much research has attempted to investigate the peer relations of pupils with special educational needs (PSEN) and has found that PSEN are typically accepted less and rejected more than their non-SEN (NSEN) peers (e.g. Frederickson, 2010). However, these studies have tended to neglect the types and characteristics of peer relations that take place and have instead focussed on whether or not these relationships exist (Webster & Carter, 2009). This study builds on previous research by looking beyond classroom contexts to examine the nature of peer interactions within classroom and playground sett

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Dreyer, Lorna M. "An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1448.

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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.<br>Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province.

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Socratous, Maria Eleni. "The effects of cooperative learning arrangements on the social skills of pupils identified as having severe learning difficulties, who attend special primary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15756.

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Cooperation among children in classrooms forms the basis of many interventions designed to improve, among others, pupils’ social relations in schools. Therefore, nowadays cooperative learning (CL) is used as a very popular teaching approach in mainstream settings. However, research and literature regarding CL focus mostly on pupils who attend mainstream settings. Research and literature are missing, or at best are very limited, as regards the use of CL with pupils identified as having severe learning difficulties (SLD), who attend special schools. This study aims to suggest ways for addressing

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Mamas, Christoforos. "Getting along with peers in mainstream primary schools : an exploration of the social status of pupils identified as having special educational needs in Cyprus." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611521.

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Miron, Gary. "Special needs education in Nicaragua : a study of the prevalence of children with disabilities in primary schools and the factors affecting their successful participation /." Stockholm : Institute of international education, 1994. http://catalogue.bnf.fr/ark:/12148/cb358371570.

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Hurd, Angela Susan. "Creating culture from scratch : a multiple case study into creating culture in English free schools." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7084/.

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This thesis considers the introduction of the free school, questioning whether the culture of such start-up schools differs to that of existing schools. The research focuses on the extent to which the founding headteacher controls the formation and continuation of culture, and by what methods. The research builds on existing theories of organisational culture to establish a current understanding of leadership of school culture within English schools and compares this it five secondary free schools. Within each case study a range of stake holders were interviewed, and documents analysed to inve

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Randles, Halle Ann Schoener. "Perceptions of Ohio Principals in Schools Which Include at Least One Primary Grade Level Regarding Their Knowledge of and the Importance of Preparation for Specific Elements Relating to Special Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312899405.

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Azad, Talat. "Exploring inclusive practice : the beliefs and practices of classroom teachers in two mainstream primary schools in Karachi, Pakistan, in relation to children with special needs." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-inclusive-practice(ed36b8a0-0cac-4f8b-a907-3117460e4b54).html.

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This thesis is an exploratory empirical study of the development of inclusive practices in two mainstream private primary schools in Karachi, Pakistan. While inclusion in education is generally conceived of as a wide-ranging attempt to ensure that all children’s rights to an education are met, in Pakistan, this term is most frequently applied in the context of educating those who are deemed to have some learning difficulties or who have some form of disability. In Pakistan, there is a rhetorical commitment about the importance of inclusion evident at the national level, specifically with refer

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Adewumi, Toyin Mary. "The implementation of inclusion policy for learners with special education needs in primary schools in Fort beafort district :Towards a rights based approach to education." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5873.

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The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method res

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Bailey, Simon. "Taking up the challenge : an interpretive phenomenological analysis of teachers’ perceptions regarding the presence of asylum seeker and refugee pupils (ASR) within mainstream primary schools in the Midlands, and the implications this may hold for educational psychologists practice." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2931/.

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The increase in Asylum Seeker and Refugee (ASR) applications in recent decades (Hart, 2009) has led to an increase in the numbers of ASR children attending schools in the UK. This study utilizes Interpretive Phenomenological Analysis (IPA), a relatively new qualitative research approach within psychology (Smith et al., 2010), to gain the perceptions of a cohort of teachers who work on the ‘front line’ with these pupils to understand the impact their presence has on those teachers, their classrooms and the wider school and community. Using IPA has allowed the researcher to add a distinct psycho

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Silva, Carlos Manuel Mesquita da. "Proficiência motora e desempenho motor numa habilidade motora aprendida em crianças normais e com dificuldades de aprendizagem-análise comparativa no desempenho motor em diferentes tarefas motoras e em dois grupos educativos distintos." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2000. http://dited.bn.pt:80/29276.

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Stash, Amanda. "An exploratory study of the experiences of children with a Statement of Special Educational Needs for Moderate Learning Difficulties in mainstream primary schools : a multiple-embedded case study." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020659/.

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Children with Statements of Special Educational Needs (SSEN) are among the most vulnerable pupils within mainstream schools. However, few studies have attempted to understand the day-to-day educational experiences of such children. Whilst researchers have considered the barriers that parents and schools face in terms of gaining a SSEN; there is little research about the ways in which schools plan and provide for pupils with SSEN and how they rate the support they receive. A key aim of this study was to explore the experiences that two children with a SSEN for Moderate Learning Difficulties (ML

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Ajam, Mogamed. "The raison d'être of the Muslim Mission Primary School in Cape Town and environs from 1860 to 1980 with special reference to the role of Dr A. Abdurahman in the modernisation of Islam-oriented schools." Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/17603.

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Cover title: The role of Dr A. Abdurahman in the modernisation of Islam-oriented schools.<br>Bibliography: pages 471-494.<br>This dissertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate re

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50

Ajam, Mogamed. "The raison d'etre of the Muslim mission primary school in Cape Town and environs from 1860 to 1980 with special reference to the role of Dr A. Abdurahman in the modernisation of Islam-oriented schools." University of the Western Cape, 1986. http://hdl.handle.net/11394/8356.

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Abstract:

Philosophiae Doctor - PhD<br>This d~ssertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate relationship; one developed a school system for domestication and cultural assimilation, and the

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