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Rozprawy doktorskie na temat „Inclusive education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1968.

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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the var

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September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously rece

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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.

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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the var

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Silwamba, Simon, and n/a. "Inclusive education in Zambia: the Kalulushi trial inclusive program." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.115015.

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This qualitative study examined the perceptions of stakeholders (administrators, principals, teachers, students, parents of students with/without disabilities and community members) in the Kalulushi District of Zambia�s Copperbelt province about their views on inclusive education in their district. The study provided a detailed, comprehensive portrait of the views of stakeholders, a view which can serve as a medium through which Zambia can familiarise itself with issues and concerns surrounding inclusion, anticipate problems and plan strategies for success. This study�s primary purpose was to

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Vitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).

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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness?

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

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

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8

Caputo, Mara. "Autism and social skills in the inclusive setting /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_caput_autis.pdf.

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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three

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10

Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal oppor

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11

Lianeri, Ioanna. "Inclusive education in Greece : official policies, alternative discourses and the antinomies of inclusion." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020749/.

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The concept of inclusion, despite the problems associated with its implementation both within and beyond the field of education, has become a central feature in the educational and social policy agendas of numerous national administrations and international human rights organisations. This thesis critically investigates the current form, content and function of inclusive policy and practice in the Greek educational system and wider social life, focusing predominantly on issues concerning disabled people. The thesis approaches inclusion as a contested concept, permeated by values and, thus, sus

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12

Olson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.

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Hurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.

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Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond t

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14

Harkins, Bradford J. "Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293610.

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Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in American classrooms over the next ten years due to progressively more stringent feder

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15

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

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

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16

Chambers, Cynthia R. "POP Arts: Inclusive Performance Arts Programming." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3868.

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Chambers, Cynthia R. "Performing Together through Inclusive Arts Programming." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3869.

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Chambers, Cynthia R. "Building an Inclusive Performance Arts Community." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3866.

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Chambers, Cynthia R. "Turning Pages Together: Inclusive Book Clubs." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3867.

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Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.

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Abstract Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Te

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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.

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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.<br>This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the s

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22

Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.

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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Revie

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23

Hallahan, Carolyn. "Inclusive further education in a market economy." Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.

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This research evaluates the process of providing an inclusive education in a market culture. It investigates the experiences of eight young people with learning difficulties and disabilities who are students in a further education college. As it applies a focus to one specific case study example, in order to generalise from the literature and two other sample colleges, it represents ethnographic methodology. This is appropriate for the purposes of the study, which are to explore the implications of such processes, within an institutional and organisational structure which is subject to signifi

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Singal, Nidhi. "Exploring inclusive education in an Indian context." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616137.

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Hladush, I. "Pecularities of inclusive education in different countries." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16663.

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Pillay, Savondarie Govindaswami. "The role of physiotherapy in inclusive education." University of the Western Cape, 2011. http://hdl.handle.net/11394/5308.

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Magister Scientiae (Physiotherapy) - MSc(Physio)<br>The education system in South Africa has been on a path of change since 1994, in an effort to correct the injustices and inequalities of our apartheid past. In 2001 Education White Paper Six and the inclusive education policy was introduced. This policy is based on creating an environment where special needs education is seen as a non-racial and integrated part of the education system and envisages the role of special schools changing in order to facilitate this process. Special schools will continue to provide services to the severely disabl

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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

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Chhetri, Kishore Kumar. "Preparing teachers for inclusive education in Bhutan." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134082/1/Kishore%20Kumar%20Chhetri%20Thesis_Redacted.pdf.

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This research examined pre-service and beginning teachers' understandings of inclusive education, confidence and preparation for teaching in inclusive classrooms. The study was a descriptive case study with twelve pre-service and twenty beginning teachers in six inclusive schools. Research findings inform five recommendations: enhanced training and development of the teachers, enhanced policy and practice including with community, improved teaching and learning materials, better articulation of duties and responsibilities of all teachers, and transforming class size. This study will make a sig

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Camedda, Donatella. "Understanding Inclusion. Teachers' Inclusive Attitudes From Values To Practice." Doctoral thesis, Università degli studi di Padova, 2016. http://hdl.handle.net/11577/3425253.

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This thesis aims to explore the theme of teachers’ inclusive attitudes, offering a new theoretical and methodological approach of investigation. Concentrating on teachers’ understanding of inclusion, this study examines the complexity of relations between values and practice highlithing some critical aspects related to the transition of inclusive attitudes into inclusive practice. Moreover, the attention focuses also on the role of teacher education in developing and promoting inclusive attitudes, in order to understand and idenitify possible implementation for intial teacher education and ong

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Chambers, Cynthia R. "Building Inclusive, Community-Based Book Clubs." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3861.

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Kioko, Victor Kitau. "Becoming inclusive : a Deleuzoguattarian view of inclusive education policy struggles in Kenyan primary schools." Thesis, University of Winchester, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550216.

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This thesis is based on a study into the tensions and struggles between written government policy on inclusion and the reality of living and lived policy in Kenya, taking the experiences of a primary school’s attempt to become inclusive as its primary focus. The methodology builds on the metaphorical concepts of a ‘rhizome’, ‘tree’, ‘lines of flight’ and ‘becoming’ as they are espoused by Deleuze and Guattari (1987) in their philosophical writings in the book, A thousand plateaus. The contrast between the rhizome and the tree provides the basis for the critique of 'methodolatory' (Chamberlain,

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Baltag, Irina. "Construção de uma escola inclusiva: realidade(s) e futuro(s)." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12557.

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Goodlad & Lovitt (1993 citados por Praisner, 2003), sugerem que a decisão de desenvolver uma escola inclusiva exige mudanças de mentalidades dos principais agentes educativos e particularmente dos dirigentes, estando estritamente ligados com valores, crenças e mudança de atitudes dos líderes escolares. Os objetivos deste estudo visam identificar a perceção dos dirigentes sobre a escola inclusiva e o papel destes na implementação da inclusão nas escolas regulares. Os dados foram recolhidos através de revistas semi-estruturadas a 12 participantes de 3 agrupamentos de escolas da zona centro de Po

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Chambers, Cynthia R., and T. Takenaka. "POP Arts: An Inclusive Performance Arts Program." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3875.

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Chambers, Cynthia R., and K. Buttolph. "POP Arts: An Inclusive Performance Arts Experience." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3877.

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Miner, Amy Baird. "Democratic Inclusive Educators." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.

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Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enab

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Darling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.

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Bland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.

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Hofreiter, Deborah. "Principal Preparation in Special Education| Building an Inclusive Culture." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285190.

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<p> The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals’ perceptions of their preparation in special education a

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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.

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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion.

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Newmark, Rona. "Inclusive education for learners with Down syndrome : the role of the educational psychologist." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52885.

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Thesis (PhD)--University of Stellenbosch, 2002.<br>Page ii of digitised copy missing due to the condition of the original hard copy.<br>ENGLISH ABSTRACT: no abstract available<br>AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratiser

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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means tha

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Field, Patricia L. "A study of inclusive education : engaging all learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23301.pdf.

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Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.

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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.

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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates

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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 poli

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Magumise, Johnson. "Parent and teacher experiences of Zimbabwean inclusive education." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65442.

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The study investigated parent and teacher experiences of Zimbabwean inclusive education. Obscurity in inclusive education and methods of effectively practising it, limited research on parent and teacher experiences of inclusive education, and controversies regarding inclusive education all prompted this study. Parent and teacher experiences of Zimbabwean inclusive education have not been adequately investigated, hence their implications for inclusive education practice. The rationale for the study was to obtain sufficient information on the experiences, which could help improve inclusive educa

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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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

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Butler, Rhea S. "Inclusive physical education: attitudes and behaviors of students." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204064965.

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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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