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Literature names the frequent barrier to inclusion being negative attitudes of general education teachers, special education teachers, and parents; that was not the case in the findings of this research, which found the large barrier described by all participants to be experiences with dangerous, destructive, disruptive behavior.Along with the large barrier described as a result of student behavior, teachers' detailed experiences with a lack of human supports because of student behavioral support needs.
Electronic Thesis and Dissertation Repository Paper 242.
Unpublished master's thesis, Health and Rehabilitation Sciences, University of Western Ontario. The interviews focused on the students' daily activities, supports and barriers to participation, and descriptions of roles. The protocol was designed through adherence to policy theory practices and accepted standards of practice found in the literature.
Each semi-structured interview was transcribed and coded for themes.
Seven key themes emerged from findings: Acceptance, Time in General Education Classroom, Supports and Strategies, Special Education Teacher Role, Collaboration and Communication, Dangerous, Destructive, Disruptive Behaviors, and Other Barriers.
In line with the philosophy of global inclusive education, the government of Nepal has endorsed and enacted different policies to support the principles of inclusive education.
However, a significant portion of marginalised and disabled students are yet to gain access to education in Nepal.
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The current study evaluated teacher perceptions of the Assessment of Basic Language and Learning Skills (ABLLS-R) and its utility in creating specific and measurable communication goals for students with . Electronic Thesis and Dissertation Repository Paper 143. This qualitative study profiled and discussed practices and beliefs of four elementary school principals in southern Ontario who are recognized leaders of inclusion for students with exceptionalities.
Unpublished doctorial dissertation, Faculty of Education, University of Western Ontario. This thesis investigates how "Interventionist", "general education" (GEN) teachers, (or "core" teachers, as opposed to special educators) in the elementary stream, in Ontario, have learned inclusive beliefs and practices that have been considered effective for teaching and including children with exceptionalities in their classrooms.