Dissertations on inclusive education

Developing inclusive education requires a concerted approach, one in which all the educational stakeholders e. Said K. Juma had his secondary school education at Benbella Secondary School in Zanzibar, Tanzania He obtained his B.

Education dissertation introduction example | UK Essays

A and M. Said Juma began his doctoral studies in the Faculty of Education now the Faculty of Education and Psychology of the University of Jyvaskyla, Finland in and successfully completed the studies in From to he worked as a secondary school teacher at Lumumba Secondary School and then joined the State University of Zanzibar as an assistant lecturer in the School of Education from to date. Email: abuumundhir gmail. Developing inclusive education policy and practice in Zanzibar: Collaborative action research.

Education dissertation introduction example | UK Essays

This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners.

The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges.

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It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development.

This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school—community and school—university collaborations can foster collaborative school cultures and inclusive teacher education.

Keywords: inclusive education, collaborative action research, teachers, inclusive teacher education, professional development, social constructivism, scaffolding, Zanzibar, sub-Saharan Africa. Invoicing Addresses. Search Site. Advanced Search…. Dissertation: Zanzibar is a semi-autonomous archipelago in the United Republic of Tanzania.

Specifically, the research examines how the concept of inclusive education is contextualised and defined in Zanzibar, the introduction of relevant legislation to support inclusive education, how key national and international stakeholders contributed to the process, how in-service teachers are supported to implement IE practices in their schools, and how pre-service teacher education is reformed towards inclusion.

Findings The research has revealed that the process of developing inclusive education in Zanzibar has been a result of initiatives from the individual activists, Non-Governmental Organisations, the government and the community. Background information Said K.

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The study was conducted in two stages. The first stage was designed to get information on policy from documents and interviews with professionals including academics, teacher educators, policy administrators, policymakers, and education policy experts.

The second phase involved case studies of five selected secondary schools to investigate how such policies are translated into practices. The study identified a gap between policies and practices that arose from the dominant influence of international drivers as well as the lack of strategic implementation processes. The findings from the study lead to the conclusion that schools were claiming to be implementing inclusive education despite their teachers having not received training in inclusive educational practices or having sufficient resources.

As a consequence staff were often unaware of how to meet the needs of students with disabilities and of how to integrate them into class. It further identified the range of challenges that still exist. The findings are significant for the Bangladesh context as the country strives to achieve the goal of inclusive education, and as a contribution to the wider debates of inclusion and inclusive education practices.

Their implications are discussed in relation to further policy formation and to the development of strategies and resources for improving teaching learning practices in inclusive classrooms. The thesis concludes that the road to inclusion for Bangladesh secondary schools may well have begun but it requires further reformation of not only schools but also national strategies of policy development.

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