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Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.
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The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in order to teach students with disabilities. The educators agree that they need more training in order to appropriately plan and advocate effectively for students.
The major findings on research questions reveal that 53% of educators in this district strongly agree that they feel comfortable in working collaboratively with each other regarding students with IEPs. Also, 22% of educators strongly disagree that the regular education teachers should only be responsible for teaching students who are not identified as having special needs. In spite of the small sample which was a school district in Southern California that was used for this survey, the findings of the study were valuable for several reasons. First, the educators’ attitudes towards inclusive education were more positive than negative; and second, both special and general educators like to collaborate, display responsibility, and accommodate services to students with disabilities.
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Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.
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Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to the diversity of all learners. However, this research argues that not enough attention has been paid to the values that underpin the policies that promote inclusion, as well as to the beliefs of significant actors that participate in the policy process and which are considered to affect practice. Hence, the extent to which the move to inclusive education is substantive or linguistic is not clear. The complex conceptualisation of policy implementation as well as the need to study the conditions under which education policies work, encourages the use of complexity theory, which focuses on the idea that the interaction of multiple constituent agents has as an impact the emergence of phenomena-forms and events. The number of educational researchers who adopt sociomaterial approaches such as those developed by complexity theory and actor-network theory has increased. It is believed that complexity theory could contribute to our conceptualisation of policy processes, enhancing our understanding of how education policies become implemented and work. Underpinned by policy sociology and complexity theory as a conceptual framework, this cross-sectional and mixed methods research explores the way that the behaviour policy Better Relationships, Better Learning, Better Behaviour is interpreted and translated in mainstream secondary schools in Scotland. Additionally, this study examines whether complexity theory could contribute to our understanding of policy implementation in order to understand the extent to which the shift from behaviour to relationships in Scottish inclusive education is substantive and based on beliefs that promote inclusive education. In addition to questionnaires distributed to secondary mainstream schools in Scotland, data collection entailed interviews with policymakers, support teachers, support staff and education officers, and focus groups with pupils. The analytic framework is based on complexity theory in order to explore the implementation of the policy.
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Nangia, Monika. "The dynamics of policy implementation in inclusive education." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406369.
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Harmuth, Nichola. "Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10429.
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Inclusive education occupies a central place in the education policies of South Africa (SA, 2001). This study explored whether the principles of inclusive education as set out in White Paper 6, are becoming a reality in primary school classrooms in South Africa. A literature study was undertaken to highlight the importance and the policy initiatives and principles of inclusive education. The literature review provided the framework for designing the interview questions that were utilized to gauge the perceptions and experiences of teachers regarding the implementation of inclusive education by means of focus group interviews. By means of a qualitative, phenomenological study, the focus group interviews were conducted with a convenient and purposively selected sample of primary school teachers (n = 18) in the Johannesburg South District of the Gauteng Department of Education. The interview data revealed that teachers do have an understanding of the importance of inclusive education, and appear to be knowledgeable on what the inclusive education policy entails. Furthermore, the teachers attempt to provide differentiated teaching, learning and assessment to address the wide variety of learning barriers in their classrooms. However, comprehensive knowledge about the wide variety of strategies to accommodate all learning needs appears to be lacking. The teachers noted that their training, resources and facilities are not adequate for the effective implementation of the policy principles in South African classrooms. The findings revealed that although the inclusive education policy is positively accepted by the teachers, its implementation appears to be superficial due to the cited challenges faced by the participants. The study is concluded with recommendations on how to promote the implementation of the challenging inclusive education policy principles in order to minimize the gap between policy and implementation.MEd, Learner Support, North-West University, Vaal Triangle Campus, 2013
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Mahlalela, Thembelihle Nancy. "Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8770.
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The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive education in their community and how they perceive their role in the implementation process as it unfolds in their communities. The researcher acknowledges that inclusive education has been widely researched in South Africa. A number of studies focused on the parents’ role, teachers’ attitudes, addressing barriers to learning, people living with disabilities and the implementation of the policy on inclusive education. However, very limited research has been conducted on the community’s perceptions and its role towards the implementation process.
A qualitative phenomenological design was followed to obtain an in-depth understanding of members’ experiences regarding the implementation of inclusive education. Participants in this study were from a marginalised rural community (characterized by the lack of access to resources and service delivery) in the Ehlanzeni region in Mpumalanga. The participants were purposively selected by employing the snowball sampling technique to ensure the inclusion of community members who represent the voices of the community. Data collection involved a six hour work session with 58 participants and six semi structured individual interviews with five members who attended the work session and the sixth, who did not, to crystallise the themes that emerged in the work session.
Findings in this study revealed that the community understands inclusive education as creating spaces for all to learn, a project that involves the whole community and the facilitation of collaboration between stakeholders. They perceive the role that they could play in the implementation of inclusive education as accepting responsibility to include all members of the community, supporting those who care for people with disabilities, changing infrastructure to accommodate disability in communities and challenging the unequal distribution of resources.
Conclusions drawn from the study suggest that inclusive education is a continuous and ongoing process that requires the development of collaborative relationships and support for all role players in enhancing the inclusion process. It is recommended that the Department of Education involve all stakeholders from different sectors at all levels to facilitate the implementation of inclusion in their communities.Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
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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 multiple sources of data collection which included participatory action research (PAR) based workshops, observations, field notes, audio-visual data and a research diary to document the research process. I conducted an inductive thematic analysis on the data that was collected. The findings of the study indicated that teachers in full-service schools and special schools both adopted similar implementation strategies such as having making various adaptations to the learning materials and the actions of the teacher in being an implementer. Some of the differences were also made mention of between the full-service and special schools. Teachers did also note some of their needs and challenges in relation to resources needed such as braille machines, embossing machines and various assistive devices.Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted
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Makhavhu, Thanyani Selinah. "The implimantation [i.e. Implementation] of inclusive education : a support program for teachers." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50161.
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Thesis (MEd)--Stellenbosch University, 2004.ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.
AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer. 'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht, Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding het om nuwe uitdagings aan te spreek nie. Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering van inklusiewe onderwys in hierdie gebied. Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse, hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die implimentering van inklusiewe onderwys kan vergemaklik.
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Nxumalo, Khethiwe Soli, M. M. Hlongwane, and B. Ndawonde. "Experiences of educators towards the implementation of inclusive education in Richards Bay Schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1775.
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A dissertation submitted to the Faculty of Education of the requirements for the Degree Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.The implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).
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Nyagah, Cecilia Wairimu. "The Implementation of Inclusive Education and Community Based Rehabilitation in Embu Diocese - Kenya." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507016.
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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 introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
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Lebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.
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Geduld, Deidre Chante. "The role of school management teams in the implementation and maintenance of inclusive education." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/956.
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Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
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Muellegger, Birgit. "An implementation evaluation of light for the world´s inclusive education programme in Ethiopia." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33838.
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Inclusive education programmes aim to include children with disabilities in mainstream schools by providing quality education in a barrier-free environment. These programmes are especially necessary in developing countries, where about one-third of all children have some sort of disability. Sustainable Development Goal 4 of education for all cannot be reached when these children are left out from schooling. The following dissertation presents the findings of an implementation evaluation of an inclusive education programme in Ethiopia. The programme, One Class for All (OCFA), is financed by Light for the World, an international non-government organization (NGO), and implemented by 14 Ethiopian partner organisations. A descriptive evaluation design combining qualitative and quantitative elements was used to examine typical Light for the World programmes as delivered by partners and as they appear on the ground. The data collection mainly involved interviews of partners and participants at selected schools in Ethiopia and a survey of all implementing partners. The evaluation indicated that the composition of implementing partners and their capacity in terms of content knowledge and collaborations are working well. We nevertheless highlight some high-level opportunities to improve the inclusive education programme of Light for the World. More structured development plans for each school are required, and a better connection between Light for the World`s community-based-rehabilitation (CBR) programmes and its inclusive education programmes is necessary to support entry to school for persons with disabilities. Under these overall findings, a more structured teacher training programme, better selection of teachers, and better local networking and targeted awareness raising programmes are also needed. This evaluation contributes to the limited literature on successful inclusive education programmes in developing countries.
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Kitchener, David Alan. "An investigation of inclusive strategies and the extent of implementation within further education colleges." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595832.
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The 1996 Tomlinson Report of the Committee on Students with Learning Difficulties and/or Disabilities (SLDD) recommended a series of inclusive learning strategies to enhance provision for said group. The umbrella organisation of the post compulsory education sector, The Further Education Funding Council (FEFC), agreed to the majority of its recommendations, its own inspectorate previously noting concerns in SLDD provision. The purpose of this study is to examine the extent within English further education colleges the recommendations of The Tomlinson Report have been implemented. The study examines FEFC inspectorate grades, the views of college managers and lecturers and the students themselves from 1999 to 2000 to gauge if there have been improvements by inclusive implementation. Topics specifically addressed are staff development, measuring benefits by college self analysis, collaboration, quality assurance, the individual learning process, systems leading to inclusive developments and the college culture. The study's findings suggest enormous disparities occur between colleges in the quality of SLDD provision, only one measured as fully inclusive, the majority meeting an inclusive measure of 'no policy: implementation in some faculties/departments/schools'. Higher levels of inclusive implementation were found in colleges who had conducted a detailed self appraisal of their present position and subsequently instigated new quality assurance systems lined to measurable performance indicators. The approach was particularly effective when student views were noted and the inclusive strategies supported by comprehensive staff development activities. The study found only a small minority of colleges appeared to be effectively organised in such procedures. A series of recommendations for improvement are suggested, the most significant one being a Code of Practice within further education akin to that of the school sector. The study bridges the legislation of the 1992 Further and Higher Education Act to The Learning and Skills Act 2000. The legislative change does not impact on the study, the same funding methodologies and vocational criteria applying during transition. Recurrent themes are the exclusion of students with severe learning difficulties and profound and multiple learning difficulties due to the strict vocational emphasis at the core of both Acts though hope is expressed the recent legislative change might reintroduce more widely non-vocational options and redress this imbalance. Concern too is expressed at the competitive, market-led approaches colleges embrace and the negative effect this has on SLDD groups, particularly in terms of transition into college and collaborative arrangements. The positive aspects of the Special Needs and Disability Act 2001 are welcomed though concern is expressed at its limited definition of disability. The study's findings are not always complimentary to colleges approaches to inclusive implementation and the conclusion is rather critical, the data suggesting the position to be unsatisfactory, students with learning difficulties and/or disabilities unnecessarily remaining a disadvantaged 'group.
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Hlatini-Mphomane, Nyameka Winnifred. "Challenges encountered by schools in the implementation of inclusive education in the Eastern Cape: a survey study in the Ngcobo District." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007258.
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This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
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鄧猛 and Meng Deng. "Implementation of policy on inclusive education in rural and urban areas in Hubei province of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244142.
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Mashile, Lauriel. "Challenges in the implementation of inclusive education in full-service primary schools in Thaba Chweu Municipality, Mpumalanga Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1961.
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Nkone, Mamakhetha Patricia. "The attitudes of some primary school educators in Mangaung township towards the implementation of inclusive education." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/53.
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Stofile, Sindiswa Yvonne. "Factors affecting the implementation of inclusive education policy: A case study in one province in South Africa." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1850_1269472547.
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The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour.
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Khoaeane, Tseliso J. "Challenges facing teachers with regard to the implementation of inclusive education in the Maseru district of Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/171.
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Thesis (M. Ed.)- Central University of Technology, Free State, 2012The aim of this study was to investigate the challenges that teachers face with regard to the implementation of inclusive education in the Maseru district of Lesotho. The skill, training of teachers, planning and the way in which inclusive education is implemented has a great impact on learners. In this study, a quantitative method using survey research design in the form of a semi-structured questionnaire was applied to collect data from randomly selected teachers in two districts of Lesotho, namely Lithabaneng and St. Bernadette. Questionnaires were used extensively because they provide an efficient way to obtain information about a wide range of research problems. The basic objective of the questionnaire was to obtain facts and opinions about a phenomenon from people who are informed on the particular issue. The research study revealed two most profound results. Firstly, that teachers are not properly trained and consequently experience serious challenges when teaching learners with special needs in an inclusive classroom. Secondly, that inclusive education is not properly implemented because the results show that most Lesotho school buildings do not accommodate children with physical disabilities. Furthermore, it became evident from the results of the study that implementation of inclusive education is not well monitored. The recommendations made in this study are that teachers need to be trained properly with regard to inclusive education and its implementation in Lesotho and for future construction of building structures by the Lesotho government ensures that provision is made for learners with special needs.
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Mudyahoto, Tapiwa. "The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2116.
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The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
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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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Jacobs, Merise K. "An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1445.
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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015Currently, South Africa is in phase two of implementing 50 full-service schools (FSS) and further development is said to be based on results from immediate to short-term results (DoE, 2005a). Concerns over the new development relate to whether resources are sufficient and available to further expand the provision of FSS and, overall, whether the Education White Paper 6 (EWP6) has been implemented successfully in phase one. This research therefore evaluates the implementation of EWP6 within selected phase one FSS in the Kwazulu-Natal (KZN) province. Purposive sampling was used and the researcher selected institutional-level support team (ILST) members within FSS to participate (n=43 participants). Questionnaires were self-administered and designed to address the following research questions: Have policy objectives been met in the implementation of EWP6 within FSS? What are the barriers to implementing EWP6 within FSS? And, what strategies have ILST members used to overcome these challenges? The questionnaire elicited both quantitative and qualitative data which was analysed using the Statistical Package for the Social Sciences (SPSS) software and thematic analysis. Some schools reported successes which include the enrolment of learners who experience diverse barriers to learning and optimistic attitudes among ILST members regarding possible benefits of inclusive education and their theoretical knowledge of multi-level teaching. Barriers to implementation of the EWP6 within FSS include inadequate resources (human, educational, physical and financial), inadequate support provision to FSS and ILST, inadequate training and subsequent training support and a lack of involvement from parents and communities. Many participants are unsure of how to overcome these challenges but, undoubtedly, are in need of support from communities, parents and the Department of Education (DoE).
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Mcoteli, Nombuyiselo Tracey, and S. Govender. "The attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1769.
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A dissertation submitted in partial fulfilment of the requirements for
Masters of Education (Educational Psychology) in the Department of Educational Psychology & Special Needs Education, Faculty of Education at the University of Zululand, 2018.This research investigated the attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape. The investigation took place during the period between March and July 2017. The participants in this study were 182 Further Education and Training (FET) phase teachers from 12 randomly selected FET phase schools in the Libode district. Data were collected from teachers using a questionnaire. The data from the questionnaire were analysed using Statistical Package for Social Sciences (SPSS). The results showed that the FET phase teachers in the Libode District hold negative attitudes toward the implementation of inclusive education in the Libode FET phase schools in the Eastern Cape Province. The study recommends many strategies to combat these negative attitudes, including making available a guide for FET phase schools on how to implement inclusive education, in-service training of the FET phase teachers on inclusive education, participation of FET phase school teachers in implementing the Inclusive Education Policy, involvement of stakeholders (parents and experts in different relevant fields) in the implementation of inclusive education, providing special education needs learners in FET phase schools with relevant resources, introduction of modularization to progressed learners in the FET phase schools and strengthening subject choices in FET phase feeder schools in grade eight and nine for grade ten subject streams.
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Alves, Denise Soares da Silva 1986. "Uma análise da implementação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva no município de Jundiaí, SP." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254157.
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Orientador: Luis Enrique AguilarDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-26T21:50:42Z (GMT). No. of bitstreams: 1 Alves_DeniseSoaresdaSilva_M.pdf: 3108786 bytes, checksum: 53e87f971b8c42d81fef3c0102abc7a8 (MD5) Previous issue date: 2014
Resumo: Esta pesquisa tem como objeto de estudo o processo de implementação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (PNEE-PEI) entre os anos de 2008 e 2013 na rede municipal de ensino de Jundiaí, interior de São Paulo. Para contextualizar a temática e oferecer subsídio teórico à análise, a pesquisa apresenta um apanhado histórico das concepções de deficiência, discute o cenário das políticas de educação especial no Brasil após a década de noventa e suas relações com o projeto neoliberal e expõe uma revisão teórica sobre o policy cicle, focando principalmente, o processo de implementação de políticas públicas. Duas questões norteiam o desenvolvimento dessa pesquisa: como se articula o processo de implementação da PNEE-PEI na Rede Municipal de Jundiaí, São Paulo, Brasil e quais as consequências da implementação desta política para a educação especial no município. Com o intuito de alcançar o que propõe, este estudo empregou de forma integrada os métodos quantitativo e qualitativo de pesquisa. Das formas em que estas duas propostas metodológicas podem assumir conjuntamente, optou-se por utilizar a metodologia quantitativa como facilitadora da pesquisa qualitativa, buscando na análise dos dados quantificados compreender e interpretar uma realidade educacional. Na abordagem metodológica de pesquisa, empregou-se a análise documental, que considerou as publicações oficiais do município estudado e a entrevista semiestruturada com as principais gestoras envolvidas no processo de implementação da PNEE-PEI. Os dados coletados na pesquisa documental e nas entrevistas foram organizados e submetidos à análise e interpretação por meio da técnica de análise de conteúdo, considerando três categorias de análise: (I) A organização da modalidade educação especial pela Secretaria Municipal de Educação, (II) As consequências positivas decorrentes do processo de implementação da PNEE-PEI e (III) Os obstáculos encontrados no processo de implementação da PNEE-PEI. A pesquisa revela uma participação representativa do terceiro setor no atendimento da educação especial em Jundiaí nos anos que antecedem a publicação da PNEE-PEI, evidenciando uma transferência da responsabilidade estatal na oferta e manutenção desta modalidade. Este cenário de dominação do terceiro setor passa a modificar-se a partir da implementação da PNEE-PEI, uma das peças fundamentais para a organização da educação especial em Jundiaí que impulsionou a construção de uma política municipal de educação inclusiva, refletindo na expansão do número de matrículas na rede regular de ensino. Discutindo as variáveis que afetaram o desempenho da PNEE-PEI, a pesquisa aponta desafios que perpassam as esferas físicas, pessoais e econômicas e que interferem no bom andamento da política, refletindo, consequentemente, no dia-a-dia das escolas municipais
Abstract: The aim of this research is the study Implementation of National Policy of Special Education on inclusive education perspective (PNEE-PEI) between 2008 and 2013 at Jundiai City, São Paulo State. For the best understanding of this question, firstly were evaluated the historical analyses about deficiencies conception, the Brazilian special education policies and their current scenario after from 90¿s on and their relations with neoliberal project and moreover, to make the theory revision about policy cycle, mainly the implementation of publics policies. Two questions to drive the development of this research: the former is how the implementation process of PNEE-PEI are linked of Jundiai education net, and the second question is what are the consequences of PNEE-PEI implementation for the all special education of Jundiai city. For the correct evaluation, two methods were used: quantitative and qualitative research. The quantitative method were used as the first step for the real understanding from data analyses and this way to give need information¿s to qualitative research to comprehend and make it interpretation of educational reality. The first analyses were the documental that considered official publications and the second analyses were through semi-structure questionnaire with the main managers involved of implementation PNEE-PEI process. The data was collected and submitted to three analyses categories: (I) The organization of special education, (II) The positive consequences of Implementation PNEE-PEI process and (III) The obstacles found during of implementation PNEE-PEI process. The research revealed that there is the responsibility transfer from government in the period mainly by high representative participation of third sector of before PNEE-PEI publication. From the moment that PNEE-PEI was implemented, the domain of third sector changed, and this factor increased of number of registers of Jundiai net education system
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestra em Educação
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Oswald, Marietjie M. "Teacher learning during the implementation of the Index for Inclusion in a primary school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1293.
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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT).
AFRIKAANSE OPSOMMING: Die studie is ontwerp om ondersoek in te stel na die eienskappe van ʼn skoolomgewing wat onderwyser-leer in die werkplek moontlik maak in ʼn tyd van verandering soos deur die Index for Inclusion-proses geïnisieer, asook na die beperkinge binne dié omgewing (Engels: ‘affordances and constraints’). Daar is in die besonder ondersoek ingestel na die eienskappe op die makro-sosiale en makro-onderwysvlak wat onderwyser-leer in die werkplek beïnvloed, na die geleenthede en beperkinge vir onderwyser-leer wat op die institusioneel-gemeenskapsvlak as die kritieke vlak van analise vir hierdie studie geïdentifiseer kon word, asook na eienskappe op die persoonlike vlak wat ʼn invloed het op onderwyser-leer in die werkplek. Die teoretiese raamwerk van die kultureel-historiese aktiwiteitsteorie (Engels: ‘cultural-historical activity theory’ oftewel CHAT) het ʼn breë platform gebied vanwaar daar met die studie omgegaan kon word. Die werk van Engeström, as ʼn kontemporêre bydraer op die gebied van CHAT, het veral die studie gerig. Die ondersoek na onderwyser-leer in die werkplek in ʼn tyd van verandering is as ʼn kritiese etnografiese studie ontwerp en is in ʼn laerskool in ʼn benadeelde gemeenskap in die Wes-Kaap Provinsie van Suid-Afrika uitgevoer. ’n Kwalitatiewe metodologie is gebruik. ʼn Kritiese diepte-ontleding is gedoen van geleenthede en beperkinge vir onderwyser-leer in die werkplek deur ʼn abduktiewe proses van data-analise en -aanbieding, wat ʼn beweging tussen ʼn induktiewe en deduktiewe proses van kennisskepping impliseer. Die data is op drieërlei wyse aangebied: in breë temas en patrone; as ʼn etnografiese narratief wat Engeström se driehoekstruktuur van aktiwiteit gebruik; en in die vorm van pensketse wat die leertrajekte van twee onderwysers uitbeeld. Die data het aangetoon dat die Index for Inclusion wat as instrument vir verandering in hierdie studie aangewend is, wel onderwyser-leer vir insluiting in die werkplek tot gevolg gehad het. Dit het ʼn bewustheid rakende inklusiewe onderwys verhoog, die onderwysers is blootgestel aan die terminologie van inklusiewe onderwys en ʼn veilige en ondersteunende omgewing is geskep waarin onderwysers aandag kon gee aan hulle eie gesindhede en praktyke. Sekere onderwysers het van betekenisvolle leerwinste getuig. Die studie het egter ook duidelik gewys hoe ʼn skool ʼn beperkende omgewing kan wees vir onderwyser-leer en vir die komplekse prosesse wat betrokke is by die verandering van so ʼn omgewing om dit meer omvattend te laat word ter ondersteuning van onderwyser-leer vir insluiting. Verskeie faktore het onderwyser-leer erg beperk. Op die makro-sosiale vlak het armoede en die gevolge van apartheid in Suid-Afrika die onderwyser-leer beduidend beperk. Op die makro-onderwysvlak het onderwysers weens innovasieoorlading probleme ervaar. Die afwesigheid van betekenisvolle opleiding en ondersteuning vir verandering het ook ʼn negatiewe uitwerking op hul moraal, motivering en selfwerksaamheid gehad. Op die institusionele vlak het die leierskapsbenadering besonder nadelig geblyk te wees vir uitgebreide onderwyser-leer. Onderwyserkognisie, -houding en -emosie het ook daartoe bygedra om hul eie betrokkenheid by die leergeleentheid wat deur die Index for Inclusion-proses gebied is, te beperk. Die studente is nie ʼn ruimte toegelaat waar hulle stemme gehoor kon word nie en nóg hul ouers nóg die gemeenskap is uitgenooi om deel te hê aan kollaboratiewe vennootskappe met die personeel. Op persoonlike vlak het die studie die moontlikheid ondersoek dat individuele onderwysers op grond van hul eie positiewe leerervaring tydens die Index for Inclusion-proses geleidelik die nodige veranderinge in die skool invoer. Deur individuele onderwysers se toedoen, energie en aansporing bly die hoop bestaan dat die goeie werk wat deur die Index for Inclusion-proses in die skool bereik is, volhou sal word. Sleutelwoorde: onderwyser-leer, leer in die werksplek, inklusiewe onderwys, ‘Index for Inclusion’, kultureel-historiese aktiwiteitsteorie.
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O'Brien, Christopher. "INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3339.
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For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
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Vickerstaff, Rebecca. "Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3312.
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Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering literature discussing ‘change’ within the field, engineering curricula still maintains its predominant pedagogic model of dissemination to students as it did in previous decades. Technology Enhanced Learning in education has created new and flexible options in the delivery and assessment of teaching and learning, but uptake is limited and approached with caution within Engineering Education. This mixed methods research introduces an inclusive and innovative approach to Engineering Education assessment techniques utilising an integrated blended learning strategy to the implementation of Technology Enhanced Learning within engineering curriculums. The research explores and assesses the effectiveness of Technology Enhanced Learning and educational pedagogies within Engineering Education frameworks to enhance and develop student learning, digital literacy and employability. Preliminary research positioned the research, utilising observation and interview techniques to baseline current pedagogic practices in undergraduate Engineering Education against current literature. An alternative method of video assessment was implemented and embedded following a two year cycle of action research within a cohort of two undergraduate engineering modules. A prototype ‘toolkit’ was created using Xerte Online Toolkits (XOT) to facilitate student learning and support for the assessment. Additional techniques inside the cycles gained further qualitative and quantitative data via a survey and focus groups. Student learning and assessment results showed significant improvement following the introduction of this approach and validated the transferability of this technique into other educational disciplines. An industry based survey validated chosen research methods and provided a comparison of viewpoints on key issues surrounding Engineering Education against existing stakeholders. The research introduces a new innovative approach to Engineering Education utilising Technology Enhanced Learning, validated through positive industry feedback and student academic achievement and satisfaction. Significant improvements on student employability and engineering ‘soft skills’ are evidenced.
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Newton, Larry Michael. "Georgia's special education directors' roles in the implementation of inclusion." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/larry_m_newton/newton_larry_m_200708_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Charles A. Reavis. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 133-139) and appendices.
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Arendsa, Patricia. "Teacher - occupational therapist collaboration in the implementation of a classroom approach to enhance inclusive education in primary mainstream schools: a case study." University of the Western Cape, 2020. http://hdl.handle.net/11394/7627.
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Magister Scientiae (Occupational Therapy) - MSc(OT)The collaboration between occupational therapists and teachers within the classroom is a relatively new practice in South Africa and few literature sources can be found reporting on studies in this regard specifically on descriptions of relevant models for such collaboration. There is a need for a better understanding of how occupational therapists and teachers can work collaboratively within a classroom approach, together address learners’ needs and so make the curriculum accessible to all learners. According to South Africa’s key education policies, all children can learn and need support. Inclusive education acknowledges the diversity of learners and that each learner learns differently. The aim of this study was to explore and describe teacher- occupational therapist collaboration in the implementation of a classroom approach to address learning support strategies in order to enhance inclusive education in three primary mainstream schools in the Metro North education district of the Western Cape. More specifically, the study explored teachers and occupational therapists’ perspectives and experiences regarding inclusive education and factors that influence teacher-occupational therapist collaboration while adopting a classroom approach to learning barriers. A qualitative research approach and single, exploratory descriptive case study design was utilised. Data collection included document review, focus groups and semi- structured interviews that was analysed through thematic data analysis. The strategies of member checking, reflexivity and peer debriefing were utilised to ensure trustworthiness of the study. Ethics clearance was obtained from the UWC Humanities and Social Sciences Research Ethics Committee as well as the Western Cape Department of Education. Four themes emerged from data analysis: Theme 1 explores education for all that illustrates the participant’s understanding of inclusion; Theme 2 highlights working together in the classroom and the meaning and value of collaborative teaching for the learner; Theme 3 explains the factors that facilitate the implementation of a Curriculum of Support and Theme 4 concludes with factors that inhibit the classroom approach for inclusion. The significance of this study lies in its ability to offer a conceptual understanding of the effective implementation of learning support strategies through teacher-occupational therapist collaboration and the experiences of those involved in enhancing inclusive education in mainstream schools. The findings of this study are helpful for the development of teacher support and inclusive learning strategies using the whole classroom approach.
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Arendse, Patricia. "Teacher - occupational therapist collaboration in the implementation of a classroom approach to enhance inclusive education in primary mainstream schools: A case study." University of Western Cape, 2019. http://hdl.handle.net/11394/7622.
Full textAbstract:
Magister Scientiae (Occupational Therapy) - MSc(OT)The collaboration between occupational therapists and teachers within the classroom is a relatively new practice in South Africa and few literature sources can be found reporting on studies in this regard specifically on descriptions of relevant models for such collaboration. There is a need for a better understanding of how occupational therapists and teachers can work collaboratively within a classroom approach, together address learners’ needs and so make the curriculum accessible to all learners. According to South Africa’s key education policies, all children can learn and need support. Inclusive education acknowledges the diversity of learners and that each learner learns differently.
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Zulu, Dominica Ntombiyenkosi. "Implementation of inclusive education." Thesis, 2007. http://hdl.handle.net/10530/340.
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Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Psychology & Special Education of the Faculty of Education at the University of Zululand, 2007.The aim of this investigation was to establish educators' perceptions of the implementation of inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have a positive attitude, be flexible and critical, creative and innovative in their approach to teaching and learning. Educators are expected to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have the necessary training, support systems and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilised. The data obtained from the completed questionnaires were analysed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: > Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. > The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.
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Hlongwana, B. C. "Challenges facing educators in the implementation of inclusive education." Thesis, 2007. http://hdl.handle.net/10530/575.
Full textAbstract:
Submitted in fulfilment of the requirements for the degree of
MASTER OF EDUCATION
in the
Department of Educational Psychology
of the
Faculty of Education
at the
University of Zululand, 2007.The aim of this investigation was to establish the challenges facing educators in the implementation of inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have a positive attitude, be flexible and critical, creative and innovative in their approach to teaching and learning. Educators are expected to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have the necessary training, support systems and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilised. The data obtained from the completed questionnaires were analysed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: > Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. > The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.
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Dladla, Sibongile Gugu. "An evaluation of the implementation of inclusive education within mainstream schools." Thesis, 2004. http://hdl.handle.net/10530/737.
Full textAbstract:
A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004.This study was influenced by the White Paper 6 document on inclusive education. The document proposes non-discrimination of learners which is in line with South African Constitution, Act 108 of 1996 and South African Schools, Act 1996. All learners should be accommodated in the class without any discrimination against race, gender and disabilities so as to have opportunities to develop their capacities and potential, and make their full contribution to the society. The empirical study, conducted at Ndwedwe Circuit in Kwa-Zulu Natal (KZN), attempts to evaluate the implementation of inclusive education in mainstream schools. Data has been solicited from a sample population of school management teams by means of questionnaires. Both open and close-ended questions were used. The followings are reflected as key findings that emanated from the empirical study. * There is a general lack of information from school management teams about new education document relative to Inclusive Education which has -emerged recently such as Education White Paper 6 (2002). * There is a lack of teacher development programmes to capacitate the educators to effectively implement inclusive education in the mainstream schools. * There is also a shortage and/or inadequate infrastructure to support inclusive education within the mainstream schools. ^ The study also reveals that not all the respondents have appropriate knowledge or adequate information about inclusive education and effective strategies for it successful implementation. On the basis of the above findings, among others, the following key recommendations have been made. * Every educator in the mainstream schools should be adequately trained to implement Inclusive Education at the level of the classroom. * The department of education should provide meaningful and adequate support services to schools and school management teams (SMTs). * The school governing body should play an active role to promote inclusive education and training.
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Gwala, Qinisile Virginia. "Challenges facing the implementation of inclusive education in primary schools." Thesis, 2006. http://hdl.handle.net/10530/327.
Full textAbstract:
Submitted in fulfilment of the requirements for the Degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006.The aim of this study was to determine the challenges faced by educators in implementing inclusive education in primary schools in the EThekwini Region of Kwa Zulu Natal. The research methodology was in the form of a qualitative inquiry. Individual interviews of educators were conducted, and a questionnaire was administered to collect data. The results revealed that educators do not show an understanding of inclusive education and are uncertain of their roles. The educators' lack of knowledge, little or no experience, uncertainty about roles, inadequate training in teaching learners with barriers in learning and development result in a high percentage of educators holding negative attitudes towards inclusion of learners with barriers in learning into regular classrooms. The researcher observed that a remarkable number of educators are therefore uncertain about inclusion of learners with barriers in regular classrooms. Based on the views of the educators the researcher concluded that educators attempts are influenced by the tradition of referring learners with barriers in learning and development to outside specialists who assessed, wrote evaluative reports , gave counselling to both learners and their parents, prepared and implemented educational r#ogrammes and provided preventative programmes. The study revealed that teachers need quality comprehensive pre-service and in-service training.
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Mabaso, Rhulani Gilbert. "Managing the implementation of inclusive education in public primary schools." Thesis, 2014. http://hdl.handle.net/10210/9826.
Full textAbstract:
M.Ed. (Education Management)The White paper 6 advocates the introduction of inclusive education in all public schools in South Africa, where all learners irrespective of their abilities, would have to be taught together.That leaves educators with the biggest challenges. Among others, the educators must change their method of teaching in order to be able to deal with multi-lingual and multi-cultural classrooms. Moreover, educators are expected to change their attitudes and perception on learners with special educational needs. In addition, they should be reskilled to serve as managers, counsellors and consultants. However, in South Africa there is no single model that could be used to address all the challenges left by the legacy of apartheid in public primary schools. The purpose of this study is to contribute and add to the existing body of knowledge on the challenges facing educators in implementing inclusive education. In order to accomplish this aim, the main endeavour is to reveal the biggest challenges facing educators in implementing inclusive education in public primary schools and to highlight the implications of inclusive education in schools. The researcher used the critical qualitative action research approach to probe eight educators and school principals regarding their training, whether they have the necessary skills to deal with the implementation of inclusive education in their mainstream schools and probing them about effective models of inclusion that are applicable to their schools. The research sample was randomly selected from two public primary schools in Gauteng Province in District 011. Interviews, classroom observation and closed questionnaires were used as instruments of obtaining relevant data. In this study, interaction schedules, coupled with other data processes such as inductive analysis and verifications were used to analyze data. Data collected was catergorise into themes and comparisons were made on patterns that appeared and reappeared during this study. The research study revealed that, there is a need for a change or shift from traditional practice to new paradigms where teachers as reflective practitioners, are expected to take a closure, critical look at their way of teaching, as dictated by the new curriculum. Furthermore, the study revealed that there is a need for a shift from a medical model to a understanding system located within an understanding of barriers to learning. Secondly, perceptions of educators on learners with barriers should change. Furthermore, there is a need of giving learners extra support so that they can fit or be integrated into the mainstream classrooms. Moreover, assessment should cater for diverse needs of all learners and very crucial, there should be a shift from pedagogy of exclusion to a pedagogy of possibilities that takes into consideration barriers to learning, different intelligences and learning styles. In order for the implementation of inclusive education to take place smoothly in public primary schools, the researcher recommended that: schools should develop effective partnership with parents, organizations and other community stakeholders. The Department of education in conjunction with schools should embark on an advocacy campaign. Furthermore, the Department of education should strengthen the site-based support teams (SBST) and ensure that educators receive quality training in inclusive education for human resource development and lastly, the Department should ensure that special schools are strengthened as resource centres.
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Mbelu, Sifiso Emmanuel. "Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal." Diss., 2011. http://hdl.handle.net/10500/5349.
Full textAbstract:
The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for this investigation is the Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001).
The study was conducted in the Umgungundlovu District of Education in the area of Pietermaritzburg. A qualitative research method was used. Data collection strategies that were used are structured interviews, observation and a questionnaire.
The study reveals the following challenges that hamper theimplementation;Negative attitudes of some educators and parents towards inclusion, lack of Skills Development Programmes for educators, minimal involvement of parents as well as lack of infrastructural development. These challenges could be dealt with by appointing a Manager within the District to ensure that advocacy on Inclusive Education, training of educators and infrastructural improvement in all schools are done.Educational Studies
M.Ed. (Inclusive Education)
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CHEN, MEI-CHEN, and 陳美臻. "The Impact of Inclusive Education Support Services on Implementation Effectiveness of the Inclusive Education for Preschool Educators in Tainan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/76256711865678224204.
Full textAbstract:
碩士國立臺南大學
教育學系教育行政碩士在職專班
105
The purpose of this study was to investigate the needs and gain of inclusive education support services for preschool educators in Tainan City, compared the difference between needs and gain, and explored the impact of inclusive education support services on implementation effectiveness of the inclusive education. In this study, the support services were divided into three dimensions: "assessment support", "teaching support" and "administrative support". The questionnaire was used to measure the needs and the gain average score, and then analyzed the average scores of difference between needs and gain by paired-samples t test. Past researches mentioned that the provision of support services is one of the reasons for the effectiveness of the implementation of inclusive education. In this study, the implementation effectiveness of the inclusive education divided into four dimensions: "the children with special need", "general children", " preschool educators " and "the parents of the children with special need", and explored the relationship between the situation of support services and the implementation effectiveness of the inclusive education by simple regression analysis and multiple regression analysis. In this study, 540 questionnaires were selected by random sampling, and 489 valid questionnaires were collected. This study found that: 1.The preschool educators’ need degree of inclusive support services is the upper level in Tainan. 2.The preschool educators’ gain degree of inclusive support services is the moderate degree in Tainan. 3.The preschool educators’ need degree significantly higher than the gain degree in Tainan. 4.The difference between the need and the gain for support services will negatively affect the inclusive education. Finally, based on the results of the study, the researcher presented some suggestions for the education authorities, schools, preschool educators, and future researchers.
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Malanaphy, Maureen. "A case study of the implementation of inclusion at two secondary schools in Hawaiʻi." Thesis, 2005. http://proquest.umi.com/pqdweb?index=0&did=913514141&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1234372166&clientId=23440.
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Froese, Tammy Michelle. "An INGO's implementation challenges of inclusive education in a developing country." 2012. http://hdl.handle.net/1993/8592.
Full textAbstract:
The following thesis is an implementation study of an international non-governmental organization working in the field of inclusive education in Battambang, Cambodia. More specifically the study’s intent was to examine the political, economic and socio-cultural challenges experienced by the organization’s volunteers as they worked with local education partners in implementing inclusive education initiatives. Consideration was given to general education with emphasis on the implementation of gender mainstreaming initiatives at the primary level. Data was collected through participant interviews, formal observations, Follow-up questions completed by participants and various documents from the organization. The findings from the study revealed significant inconsistencies between the organization’s policy in gender equality and what was being implemented at the local level. Volunteers received little or no training in gender responsiveness, reported feelings of incapacity to engage in gender issues and failure to identify gender inequality in their development work. The volunteers and their working relationships with local education partners were a major theme in the findings; in particular the political challenges in navigating the agendas of various stakeholders. The organization’s support, information and expectations of volunteers were other issues raised by participants in the study. Among the economic challenges to implementation were working within the confines of international funding, the development of the organization’s budget, limited human resources, economic sustainability of programing and no funding for gender initiatives. Cultural challenges include volunteers’ perceptions of local views on education, the relationship between community and schools, gender equality embedded in the culture, school directors ‘losing face’ and awareness regarding gender issues.
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LIOU, YI-JYUN, and 劉怡君. "Study of Dynamic Factors Affecting Implementation Effectiveness of Preschool Inclusive Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ue6882.
Full textAbstract:
碩士中華大學
科技管理學系
107
Preschool inclusive education means to arrange young children with special needs to enter the regular classes of preschool to study. Related services are also brought into the class. This method is a kind of international trend of special education, and it is the mainstream of education style which young children with special needs currently choose. By doing this, children with special needs can be closer to the society and people, and there will be chances for them to make friends with young children from regular class. However, depression between parents and the difficulties and pressure teachers face while teaching increase, too. Therefore, it is necessary to find out the factors which affect the implementation effectiveness of preschool inclusive education. The feature of System Dynamics is to use cause-effect relation to understand the complicated problems and phenomena of true world. This research aims to find out what kind of factors will affect the implementation effectiveness of preschool inclusive education. Cause-Effect loop chart is also drawn to understand the cause-effect relationship between variables. From 4 dimensions which are the approval degree of parents, the efficacy of class management and teaching, and how sufficient resources are, we can analyze the reasons. The relationship between teachers and parents will be more harmonious if parents have stronger approval toward teachers, the efficacy of class management and teaching will become higher, and the learning needs of each young children can be fulfilled more easily. Once there are enough resources to support preschool inclusive educators, it will be much easier for them to do their work. The research result shows out the important drive factors are the parent involvement , the family functions of students with special needs, their acceptability toward the impairment their children have, how frequently teachers and parents do communicate, the age of students of regular class, the number of students with special needs, the number of students in class, how suitable the arrangement is, the emotion control ability of educators, how well do they prepare for their teaching, the experience of preschool inclusive education, how well do they prepared for this kind of arrangement, how frequently do they participate in the professional groups, how much can the teachers on tour can support, how well can the group cooperate, the number of consultations from professors, and the funds for special education. According to the conclusion and policy intervention points, the specific related suggestions will be raised to parents, educators, kindergartens, the instructions of education, social affairs, and early intervention departments as references.
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Kuo, Yu-hsun, and 郭語諼. "The Development and Implementation of Inclusive Education in a Nonprofit Preschool." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fwth42.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
107
This research was intended to choose a nonprofit preschool named Tree Nonprofit Preschool. Located in Taipei City, the nonprofit preschool has been implementing inclusive education for 25 years. This research was conducted through interviews, observations, document analysis to collect information, data analysis by template analysis and analytical induction. This unfolded the development and implementation of inclusive education in the nonprofit preschool, and the related factors which affected the inclusive education implementation. The study came to the following conclusions about the nonprofit preschool: 1. The motivation of implement inclusive education in the nonprofit preschool was mainly based on the implementation of Taiwan’s education policy. The implementation of inclusive education could be divided into three periods. During the exploration period, the nonprofit preschool employed a full-time special education teacher in the school and implemented separate teaching and counseling to establish a stable, rich and highly interactive environment. During the adjustment period, the Nonprofit Preschool fully changed to a class teacher who was responsible for children with special needs and IEPs. The school implemented full-time inclusive education and integrated the development of education that was the characteristic of the school. In the period of excellence, the nonprofit preschool planned and integrated relevant resources in advance, providing appropriate courses and teaching to every child in the school, and adjusted the environment with universal design concept. 2. The benefits in the nonprofit preschool’s implementation of the inclusive education were as follows: (1) Identify the spirit of inclusion, developing the concept of the school. (2) Integrate relevant resources, establishing a special education support system. (3) Make good use of peer strategies to create positivity towards the learning environment. (4) Attach importance to family participation, and promote the recognition of inclusive education. The disadvantages were below: (1) The recruitment system of the non-profit preschool caused the formation of children with high teacher to student ratio. (2) Emotional distress had a greater impact on class management. (3) The family with multiple qualities created more challenges. According to these results, research provided concrete suggestions for education administration units, the nonprofit preschool and researchers.
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Huang, Yu-Wei, and 黃聿葳. "Supportive Services of Special Education to the Implementation of Inclusive Education in Junior High Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/nj2hyv.
Full textAbstract:
碩士臺北市立大學
教育行政與評鑑研究所碩士在職專班
105
The purposes of the study were to investigate the current perceptions and the satisfaction levels of the support system in inclusive education for the homeroom teachers in regular education of junior high schools in New Taipei City. We used a self-designed questionnaire as the study instrument. The participants were homeroom teachers in regular education of junior high schools in New Taipei City. 350 questionnaires were issued and 338 valid copies were received. The valid rate was 96.6%. To analyze the collected data, we adopted descriptive statistics, independent sample t-test, one-way ANOVA, Pearson’s correlation and stepwise multiple regression analysis. Based on the data analysis, the findings are as follows: 1. Homeroom teachers in regular education of junior high schools have good perception towards inclusive education and towards special education support services. 2. Junior high school teachers' implementation of inclusive education vary with their personal backgrounds, including education level and the number of students with special needs. 3. Satisfaction levels of the Special education support system among junior high school teachers vary with the number of students with special needs. 4. Inclusive education had direct effect on the satisfaction levels of the Special education support system. 5. Special education support system has a significant positive impact on Inclusive education. Finally, based on the results and findings of the study, we have provided suggestions for the bureaus of education and administrative sections in school, and for future research on Inclusive education and special education support system.
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Jama, Pateka Pamella. "Implementation of inclusive education in Mthatha district of the Eastern Cape Province." Diss., 2014. http://hdl.handle.net/10500/13679.
Full textAbstract:
This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools:
• Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools.
• Lack of access to the White Paper 6 document.
These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities.Inclusive Education
M. Ed. (Inclusive Education)
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Van, Zyl Henry. "Management strategies for the implementation of an inclusive education system for learners with special educational needs." Thesis, 2014. http://hdl.handle.net/10210/11631.
Full textAbstract:
D.Ed. (Educational Management)The present government committed itself to the principle of placement of learners with special needs into mainstream education as a long-term goal where it is not immediately possible. The researcher has found in the line of his present functions in the Mpumalanga Education Department that the existing management practice does not make sufficient provision for the inclusion model for all learners in the education system. The above mentioned situation made the research necessary. The objectives of this research were to determine the management needs to implement an inclusive integrated education system for learners with special educational needs in Mpumalanga Province by: - ascertaining the needs and functions of the management of such an inclusive model; and - the further development of findings on management needs into strategies to implement an inclusive model of education for learners with special educational needs in the Mpumalanga Province. The traditional paradigm in which research was done on learners with special educational needs derived from a medical model. The medical model is based on a caurse effect paradigm. The latter implies that a defect is diagnosed in the medical makeup of the child and the child is placed in a learning program to suit his/her defect. The Universal Declaration of Human Rights and the United Nations Convention on the Rights of the child which was ratified by the South African Government on 16 June 1995, as well as The United Nations...
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Sandler, Genevieve Ann. "The implementation of inclusive education in South African private schools: perceptions of parents." Thesis, 2017. https://hdl.handle.net/10539/24558.
Full textAbstract:
A research report submitted in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2016This study aimed to explore parents’ perceptions on inclusive education in private South African schools with the focus on two inclusive practices: bridging classes and classroom facilitators. The sample for this study consisted of 10 parents from two private schools in the northern suburbs of Johannesburg. A semi-structured in-depth interview schedule was devised to examine parents’ perceptions on the support and inclusive practices offered within their schools. The results indicated that majority of parents found bridging classes to be more beneficial than classroom facilitators in assisting children experiencing barriers to learning. Furthermore, results demonstrated that the quality of teaching ultimately influences the success of inclusive education within the school.
XL2018
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Su, Wan-Ting, and 蘇琬婷. "A study on the Special Education Policy and the Implementation of Inclusive Education in New Zealand." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/88481630254536486426.
Full textAbstract:
碩士國立暨南國際大學
比較教育學系
99
Abstract By using the document analysis and literature review, this study focuses on the special education policy and the implementation of inclusive education in New Zealand. Additionally, the study is also expected to afford some suggestions for the implementaion of special education and especially inclusive education in Taiwan. Firstly, the study introduces national backgrounds, historical deveopment of special education and special education administration and institutions so as to understand the background of special education policy and implementation in New Zealand. Secondly, the study explores the major special education policies and analyzes the important programs of inclusive education in New Zealand. The conclusions of this study are as follows: 1. The concept of special education from neglect, discrimination, segregation to equality of educational opportunity takes a very long time. 2. Inclusive education arose from the rethinking on segregated placement and the emphasis on the value of social diversity. The concept of inclusive education was developed by international organizations and New Zealand policies followed. 3. Special education support services are intertwinded as a complete network in New Zealand. They provide complete services and assistance for students with special ecucation needs in order to help them adapt to social life. 4. The Special Education 2000 Policy focuses on identifying children’s needs in order to support their participation and achievement. Besides, the policy reflects both an international move toward inclusion for all children with special education need, and the practices in New Zealand that had been following the same direction. 5. The special education policy and inclusive education practices in New Zealand reflect multicultural understanding and respect. Based on the above, the main suggestions of this study for Taiwan are as follows: 1. To strengthen the relationship between regular class teachers and special education teachers. 2. To integrate of special education relevant units. 3. To make Individualized Rehabilitation Program more effective. 4. To set up special rehabilitaion institutions in order to cooperate with special education institutions. 5. To support students with very high special education needs. 6. To include multicultural education in the implementation of special education and inclusive education.
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Liang, Yu-Ling, and 梁玉玲. "The development and implementation of Inclusive Education in a long-history private kindergarten." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/81083109023435241473.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩博士班
102
This case study aimed to unfold the development and implementation of inclusive education in the An-An Kindergarten, a long-history private kindergarten. An-An Kindergarten was funded 48 years ago, and has been devoted itself to inclusive education for 12 years. In the study, the data were collected from different resources (principal, teachers, students, parents) with diverse methods (interview, observation, document analysis). Data analysis, by adopting the constant comparative analysis, focused on two major themes. One theme is the development of inclusive education, including the origin, aim, development stage, and the background of development stage, The other theme is the implementation of inclusive education, including the preparation for implementation, the plans/strategies, the curriculum/teaching, and the obstacles/solutions. The study came to the following conclusions about the inclusive education in An-An Kindergarten: A. Regrading the development of inclusive education 1. The origin of the inclusive education was the kindergarten funder’s belief on education. 2. The inclusive education were aimed to make education available to all children and to include children with special needs into peer groups. 3. The inclusive education were developed via three stages, namely, trial and error stage, adjustment stage and established stage. 4.The turning point for developing inclusive education was the refill of the special education resources. 5.The kindergarten expects in the near future to integrate eco teaching courses with special education in order to increase the diversity of the educational services. B. Regarding the implementation of inclusive education 1. The increase of teaching manpower was adopted as the preparation for the implementation of inclusive education. 2.The plans and strategies of implementing the inclusive education were based on previous experiences. 3. The curriculum included the class-wide tutoring and theme teaching, a course designed exclusively for children with special needs. 4.The obstacles mostly came from the insufficient knowledge of teachers and parents on special education, and the shortage of funds. the positive and intensity of attitude towards solutions to predicament are varied with different stages
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WANG, KUAN-CHING, and 王冠菁. "A Study of Preschool Inclusive Education Policy And Implementation in New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/23479222444511833056.
Full textAbstract:
碩士中華大學
行政管理學系
105
With the development of preschool education and increased awareness of special education, the discussion about how to teach and provide proper education to the preschoolers with special needs has become a trend. The concerned authorities in our country have been able to apply inclusive education to preschool education in accordance with the relevant regulations for many years. Is has now come to our attention whether the performance has meet the expected objectives set by the regulations. The study adopts qualitative research, it uses Sabatier & Mazmanian’s theory as the analytical framework. The study is divided into three parts: ‘tractability of the problem’, ‘practicability of relevant laws and regulations’, and ‘nonststutory variables affecting implementation’. Documentary analysis and interviews are the research methods employed. The study examines the current implementation and its performance of preschool inclusive education in New Taipei City in order to understand the difficulties each interested party involved could face during the implementation and provide possible solutions accordingly. Through the study, we hope a better understanding can be shared and adjustment be made to improve the quality of the preschool inclusive education, and thus an inclusive effectiveness of learning and adaptation can be observed among all preschoolers in an inclusive learning environment. The findings of this study with regard to implementation difficulties of the preschool inclusive education in New Taipei City are as follows: 1. Insufficient human resources and an overly high student-teacher ratio have compromised the right to education of every preschooler. 2. The overly high workload in an inclusive class has caused the teachers overstressed and reluctance to implementation. 3. The administrative assistance provided by preschools lacks consistency due to poor understanding of the need of the teachers from the management, experts and heads of preschools. 4. Most parents approve of the value of inclusive education, but refuse to compromise the right to education of their children. 5. Resources provided by the government are not sufficient for the difficulties faced on sight. 6. Exports support from inclusive education professionalism is inadequate.
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Audie, Mariaan. "A study of attitudes of educators in a special needs school : towards the implementation of inclusive education." Thesis, 2004. http://hdl.handle.net/10413/1846.
Full textAbstract:
This study focused on the attitudes of educators in a special needs school
towards the implementation of inclusive education since educators attitudes' are essential in the success of the implementation of inclusive education. The
purpose of this study was to investigate the attitudes of educators in one
specific school towards the implementation of inclusive education and to further explore selected factors that have influenced these attitudes.
Education in South Africa is in the process of major transformation, and the successful implementation of this policy may be threatened if educators in
special needs schools have a negative attitude towards the policy, as the role of the special needs educator will change to a more collaborative one to
support and empower colleagues. In South Africa learners with disabilities are
placed in special schools depending on their level of disability. This study indicated that approximately 97% of educators, in this study, indicated that all
educators are not qualified to educate learners with special needs.
A combination of the medical, social and psychological models were used to
underpin the research. Inclusive education is moving away from the medical model to a human right - social model.
A survey research was used that consisted of a questionnaire that was specifically designed for this study. The data was analysed, qualitatively and
quantitatively. The result of this study indicated that educators in this school have predominantly negative attitudes towards the implementation of
inclusive education, although a lot of positive feelings did emerge.
This study recommends that inclusive education be implemented in
consultation with educators who are directly involved in the process. The findings of this study may be used with some caution, since the research
is only covering the attitudes of educators of one special needs school and
therefore a general relation of attitudes cannot be made.Thesis (M.Ed.)-University of Durban-Westville, 2004.