This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Inclusive education for persons with disabilitiesDhananjay Bhole
What is inclusive education, What is disability, Types of disability, Issues in social rehabilitation, low tech assistive technologies, High tech assistive technologies, Enrollment and admission, What facilities institue should provide for inclusion, How to do accessible teaching, How do person with disabilities appear in exams? , Academic evaluation of student with disabilities, status of education in India, Facilities and infrastructure in India, potential funding agencies for disability research.
Reforming Teacher Education for Inclusive EducationGTC Scotland
Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
inclusive education, curriculum, importance of teacher in the curriculum, barrier in the inclusive classroom, role of teacher in barrier free curriculum
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Inclusive education for persons with disabilitiesDhananjay Bhole
What is inclusive education, What is disability, Types of disability, Issues in social rehabilitation, low tech assistive technologies, High tech assistive technologies, Enrollment and admission, What facilities institue should provide for inclusion, How to do accessible teaching, How do person with disabilities appear in exams? , Academic evaluation of student with disabilities, status of education in India, Facilities and infrastructure in India, potential funding agencies for disability research.
Reforming Teacher Education for Inclusive EducationGTC Scotland
Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
inclusive education, curriculum, importance of teacher in the curriculum, barrier in the inclusive classroom, role of teacher in barrier free curriculum
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
Designing Fundamental Elements for Inclusive Educationijtsrd
In Inclusive Education system the teacher has to understand and make necessary arrangements for providing content to all variety of students like, learning disability, deaf or hard of hearing, visual, emotional, speech, orthopaedic and other common non disabled students. There are certain things that are unique to require to specific disability, for example, A blind child and would require a writer, he dictates the answer and writer writes for the blind child and child with loco motor disability or he she can be given computer for writing such modifications and flexibility should be there in the learning environment in the class room. But the content would be same for all children. However, despite the importance of teachers and their pedagogies as agents of change, we should not lose sight of the ‘public pedagogies' and their prodigious impact on the policymaking process. Bushra Tazeen Kaleemurrahman "Designing Fundamental Elements for Inclusive Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46426.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46426/designing-fundamental-elements-for-inclusive-education/bushra-tazeen-kaleemurrahman
Barriers and Opportunities of Inclusive Education in Present Educational Systemijtsrd
Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties. Children form a heterogeneous group with diverse cognitive deficits, special educational needs and strengths, and have a legislated right to the continuum of both assistance and support programmes for all level education system. The goal is to eliminate all barriers in order to achieve learning on individual goals while participating in the life of the classroom with other students by their own age. But this conception and out coming at present scenario by this process is not successful because there is some problem arises for inclusive education such as disability, gender, emotional/ behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment, language delay, among others. There is some positive implementation of inclusive learning, teaching and assessment strategies. Teachers should keep in mind that these outcomes apply to all and access to general schools for people with disabilities is an advance in the education. However, barriers to learning and participation hinder the school routine of inclusive students, hence the need for resources - human, tangible, political etc. from the schools, parents, families and their communities. Dr. Mita Howladar"Barriers and Opportunities of Inclusive Education in Present Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14290.pdf http://www.ijtsrd.com/biological-science/zoology/14290/barriers-and-opportunities-of-inclusive-education-in-present-educational-system/dr-mita-howladar
Presentation by Sarah Williams to Curriculm Design and Innovation Module of the Masters in Education Programme, Sheffield Institute of Education, Sheffield Hallam University, 7th November 2015
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
MGA ESTRATEHIYA SA PAGTUTURO KAUGNAY SA PASALITANG PARTISIPASYON NG MGA MAG-A...AJHSSR Journal
ABSTRAK: Ang mga estratehiya sa pagtuturo ay mahalagang kasangkapan sa paghahatid ng mabisang
pagtuturo sa loob ng silid. Tinukoy sa pag-aaral na ito ang antas ng kagustuhan ng mga mag-aaral sa pagsasadula,
pangkatang talakayan at paggawa ng mga koneksyon sa tunay na karanasan sa buhay bilang mga estratehiya sa
pagtuturo ng panitikan sa Filipino at pasalitang partisipasyon ng mga mag-aaral sa Baitang 7 ng Misamis
University Junior High School, Ozamiz City. Ang ginamit na disenyo sa pananaliksik na ito ay deskriptivcorrelational. Ang mga datos sa pag-aaral ay nagmula sa kabuuang populasyon na 120 na mag-aaral at tatlong
mga guro na tagamasid sa pasalitang partisipasyon ng mga mag-aaral. Ang Talatanungan sa Kagamitan sa
Pagtuturo ng Panitikan at Checklist batay sa Obserbasyon sa Pasalita na Partisipasyon ay ang instrumentong
ginamit sa pagkalap ng datos. Mean, standard deviation, Analysis of Variance at Pearson Product-Moment
Correlation Coefficient ang mga ginamit na estatistiko na sangkap. Inihayag sa naging resulta na ang tatlong piling
estratehiya sa pagtuturo ng panitikan sa Filipino ay may pinakamataas na antas ng kagustuhan ng mga mag-aaral.
Ang antas ng pakilahok ng mga mag-aaral sa paggamit ng tatlong estratehiya sa pagtuturo ng panitikan ay
pinakamataas na nagpapahiwatig na aktibong nakilahok ang mga mag-aaral sa mga gawain. Inihayag din na
walang makabuluhang kaibahan sa antas ng kagustuhan ng mga mag-aaral sa mga estratehiya sa pagtuturo ng
panitikan sa Filipino. Ito ay nangahulugan na gustong-gusto ng mga mag-aaral ang pagkakaroon ng mga
estratehiya sa pagtuturo. Walang makabuluhang kaugnayan ang kagustuhan sa mga estratehiya at antas ng
pakikilahok ng mga mag-aaral. Hindi nakaapekto sa kanilang pakikilahok ang anumang estratehiyang ginamit ng
guro.
KEYWORDS : estratehiya, karanasan, pagsasadula, pagtuturo, pangkatang talakayan
The Role of the Instruction of Reading Comprehension Strategies in Enhancing ...AJHSSR Journal
ABSTRACT :Throughout my studies and teaching English in different language centers and higher studies
institutions, I have come to conclude that students consider Reading comprehension as a nightmare that
frightens them and hinders their language acquisition in the Moroccan EFL Context. This may cause them to
develop an internal psychological obstacle that grows as their lack of the necessary instruments or tools to
overcome are not equipped with. They become lost and unaware about or unfamiliar with the necessary reading
comprehension strategies that could help them to face the problem of misunderstanding or non-understanding
of English texts. Respectively, this article which is only one part of my whole study aims at showing the effect
of teaching reading strategies in enhancing the S1 students‟ familiarity with reading strategies and raising their
frequency use. A sample of 283 University students in EFL context have been chosen randomly and have
attended the usual academic reading classes, yet only 76 are subject to this survey. 38 of them constitute the
experimental group who have attended the treatment regularly in one of the language centers and the other 38
participants are chosen randomly from the whole population to constitute the Control group. They all have
Psychosocial Factors and Deviant Behaviors of Children in Conflict with the L...AJHSSR Journal
ABSTRACT:This study aims to determine the relationship between psychosocialfactors and deviant
behaviors among children in conflict with the law (CICL) inDavao Region. The researchers want to discover the
prevalent factors thatdrive these children to their behaviors. Further, the study sought to determinethe
manifestation of psychosocial factors in terms of life satisfaction, emotionalsupport, self-esteem, and personality
traits. The study's data came from N-83children in conflict with the law (CICL) at the Regional Rehabilitation
Center forYouth (RRCY) in Bago Oshiro, Davao City; all respondents are male. This studyused a total
enumeration sampling technique due to the relatively smallpopulation size. The researchers adapted the
Psychosocial surveyquestionnaires by Zabriskie & Ward (2013) and by John and Srivastava (1999)as well as the
Deviant Behavior Variety Scale (DBVS) by Sanches et al. (2016).Through the use of a validated questionnaire,
the mean and standard deviationare determined. The researchers modified this questionnaire and translated itinto
the respondents' mother tongue (Cebuano) for them to comprehend itbetter. The study discovered no significant
relationship between psychosocialfactors and deviant behaviors of children in conflict with the law (CICL) in
theDavao Region
KEYWORDS :Children in Conflict with the Law (CICL), deviant behaviors, psychosocial factors
Entropy: A Join between Science and Mind-SocietyAJHSSR Journal
ABSTRACT: Entropy is join, intersection and interaction between natural science and human mind-society.
We proposed that if internal interactions exist in isolated systems, entropy decrease will be possible for this
system. Management in system is a typical internal interaction within the isolated system. The purpose of
management is to use regulating the internal interactions within the system, and to decrease the increasing
entropy spontaneously. We propose the principle of social civilization and the developing direction is: freedom
of thought, rule of action. Both combinations should be a peaceful revision and improvement of social rules and
laws. Different countries and nations, different religions and beliefs should coexist peacefully and compete
peacefully. The evolution of human society must be coevolution. Its foundation is the evolution of the human
heart and the human nature.
KEYWORDS: entropy, science, society, management, mind, evolution.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...AJHSSR Journal
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Environmental Struggles and Justice Among Lumad Farmers of Davao CityAJHSSR Journal
ABSTRACT : The study described the various environmental struggles experienced among the participants
and their status in accessing justice. The study followed a qualitative multiple-case study approach; the
participants are the Lumad farmers of Marilog, Davao City selected through a Critical sampling method and
aims to present the environmental violations experienced by the Lumad farmers in Davao City and how it
affected their families and sustenance further, their status in accessing justice is also explored. The study
concluded that the most common struggles the participant experience are Illegal logging and improper waste
disposal, which affect their farms, family, health, and income. Their preferred means to accessing justice is
through barangay settlement; the rigors of accessing courts, such as distance, expenses, fear of ruling, and the
hassle of being called to be present in court, are the most prevalent barriers that hinder the lead farmers from
accessing justice or seeking legal action. Nevertheless, the participants believed that the government would help
them in accessing justice.
KEYWORDS :access to justice, criminology,environmental justice, environmental struggles, lumadfarmers
CYBERBULLYING EXPERIENCES OF UNIVERSITY OF MINDANAO CRIMINOLOGY STUDENTSAJHSSR Journal
ABSTRACT:This paper explores the cyberbullying experiences among Criminology students at the
University of Mindanao. A simple random sampling method was used to distribute the study's online
questionnaire to the respondents and to survey the target population. This study has four hundred (400)
respondents, and the respondents are Criminology students at the University of Mindanao. The findings of this
study revealed that the level of cyberbullying experiences is sometimes manifested. On the other hand, the
cyberbullying experiences of the students indicate a moderate level, which indicates that the cyberbullying
experiences of the respondents are sometimes manifested. Also, the computations showed that among the
indicators presented, the highest mean is obtained in the psychological effect, which implies that there is a
significant effect of cyberbullying experiences of the respondents in terms of the Gender level of the
respondents. Therefore, respondents with a low level of cyberbullying experiences tend to have a moderate level
of cyberbullying experience. However, there is no significant effect in terms of age and year level of the
respondents according to the results regarding the psychological, emotional, and physical impact of
cyberbullying.
KEYWORDS :cyberbullying, emotional, experiences, psychological,physical effect, and simple random
sampling method.
A philosophical ontogenetic standpoint on superego role in human mind formationAJHSSR Journal
ABSTRACT: One of the most significant contributions of psychoanalysis to understand the human being is the
elaboration of a model about the mind from a topical and dynamic perspective. Freud explains the mind by the
constitution of the preconscious, conscious, and subconscious. Later, by three dynamic components: the id, the
ego and the superego. Such an organization of the psychic apparatus supposes not only individual elements, but
social influences along the process of hominization. In this paper, we recover the findings of the renowned
anthropologist Lewis Morgan, trying to link some of them to the psychoanalytic theory. Especially highlighting
the importance of superego in Haidt’s social intuitionism.
Keywords: evolutionism, intuitionism, psychoanalysis, Freud, Haidt, Morgan
Improving Workplace Safety Performance in Malaysian SMEs: The Role of Safety ...AJHSSR Journal
ABSTRACT: In the Malaysian context, small and medium enterprises (SMEs) experience a significant
burden of workplace accidents. A consensus among scholars attributes a substantial portion of these incidents to
human factors, particularly unsafe behaviors. This study, conducted in Malaysia's northern region, specifically
targeted Safety and Health/Human Resource professionals within the manufacturing sector of SMEs. We
gathered a robust dataset comprising 107 responses through a meticulously designed self-administered
questionnaire. Employing advanced partial least squares-structural equation modeling (PLS-SEM) techniques
with SmartPLS 3.2.9, we rigorously analyzed the data to scrutinize the intricate relationship between safety
behavior and safety performance. The research findings unequivocally underscore the palpable and
consequential impact of safety behavior variables, namely safety compliance and safety participation, on
improving safety performance indicators such as accidents, injuries, and property damages. These results
strongly validate research hypotheses. Consequently, this study highlights the pivotal significance of cultivating
safety behavior among employees, particularly in resource-constrained SME settings, as an essential step toward
enhancing workplace safety performance.
KEYWORDS :Safety compliance, safety participation, safety performance, SME
Psychological Empowerment and Empathy as Correlates of ForgivenessAJHSSR Journal
ABSTRACT: The study explores Psychological Empowerment and Empathy as Correlates of Forgiveness.
The two variables are regarded to have influence on the decision one makes to forgive another. The study aimed
at examining the relationships between psychological empowerment and forgiveness, empathy and forgiveness
and to identify which one of the two,Psychological Empowerment or Empathy, is the more powerful predictor of
forgiveness. The study took a survey design with a sample of 350 drawn from a population of university students
using a self-administered questionnaire with four sections: Personal information, Psychological empowerment
scale, Toronto Empathy questionnaire, and the Heartland Forgiveness Scale (HFS). Data analysis employed
Pearson’s product moment correlation and regression analysis to test hypotheses. The results show significant
relationships between psychological empowerment and forgiveness as well as empathy and forgiveness.
Empathy was found to be the more powerful predictor of forgiveness.
KEY WORDS: Psychological empowerment, empathy, forgiveness
Exploring The Dimensions and Dynamics of Felt Obligation: A Bibliometric Anal...AJHSSR Journal
ABSTARCT: This study presents, to our knowledge, the first bibliometric analysis focusing on the concept of
"felt obligation," examining 120 articles published between 1986 and 2024. The aim of the study is to deepen our
understanding of the existing knowledge in the field of "felt obligation" and to provide guidance for further
research. The analysis is centered around the authors, countries, institutions, and keywords of the articles. The
findings highlight prominent researchers in this field, leading universities, and influential journals. Particularly,
it is identified that China plays a leading role in "felt obligation" research. The analysis of keywords emphasizes
the thematic focuses of these studies and provides a roadmap for future research. Finally, various
recommendations are presented to deepen the knowledge in this area and promote applied research. This study
serves as a foundation to expand and advance the understanding of "felt obligation" in the field.
KEYWORDS: Felt Obligation, Bibliometric Analysis, Research Trends
Les autorités traditionnelles et l’administration coloniale au Tchad : 1900-1960AJHSSR Journal
ABSTRACT : In Africa, traditionalauthorities are the guardians of tradition. Recently, however, they have
been caughtbetween tradition and modernity in the exercise of political power in Chad. However, we are
witnessing the revival of chieftaincy and the hybridization of the politicalpowersexercisedwithinit. In this
cohabitation of powers, traditionalauthorityisescapingitsrole as guardian of tradition.
Traditionalauthorityisthereforepresented in itscurrent state, as a proxy for the modern state in traditional
administrative districts. The aim of thisstudyis to analyze the mutations and adaptability of
traditionalauthorityfrom the pre-colonialperiodthrough the colonial period to the post-colonial period. This
workanalyzes the mutations of authorities. The data collected and processedrevealthattraditionalauthorities have
survivedalmosteverywhere, the former chiefdomsdissolvedduringcolonization have been restored by
republicanheads of state, while more and more frequently civil servants, businessmen, academics and
othermembers of the literateelite, whopreviouslyhad no attraction for the position of traditionalchief, are
beingenthroned.
Key words:Authorities, Administration, colonization, Chad, Kanem.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Driving Sustainable Competitive Advantage Through an Innovative Aggregator Bu...AJHSSR Journal
ABSTRACT : The aim of the research is to analyze the influence of the aggregation business model on
Sustainable Competitive Advantage (SCA). Through a survey of 216 MSMEs in the creative economy sector
selected randomly using an ex post facto causal research approach, an overview of the aggregator business
model and its impact on financial resources and SCA was obtained. The aggregator business model plays a role
in facilitating increased access to financial resources to meet both available and required working capital for
realizing SCA in Malang's Lokanima area. The strength of ABM lies in understanding the resources needed for
SCA and the effectiveness of mobilizing services while considering the most cost-effective options, including
providing various alternatives in their provision. Financial resources are an important factor supporting the
achievement of SCA. Access to financial resources is key to facilitating business growth and sustainability.
Theoretical implications: The concept of the aggregator business model emphasizes the efficient and effective
collection, aggregation, and distribution of resources in connecting service providers with consumers in an
economical and efficient manner. Practical implications: ABM can enhance the performance of financial
resource provision by optimizing relationships with MSMEs and financial institutions, leading to business
growth and sustainability for MSMEs.
KEYWORDS -Aggregator Business, Creative Economy, Financial Resources, Sustainable Competitive
Advantage
Accuracy of ChatGPT for Basic Values of Trigonometric FunctionsAJHSSR Journal
ABSTRACT : This study analyzes the accuracy of ChatGPT, an artificial intelligence model based on GPT3.5, in determining the values of basic trigonometric functions. To this end, we examine ChatGPT's responses to
sine, cosine, tangent, and cotangent values for a wide range of angles. We compare the results provided by
ChatGPT with the accuracy values determined by basic trigonometry. We also explore differences in accuracy
depending on changes in question complexity and given context. The results show a high level of accuracy of
ChatGPT in determining the values of trigonometric functions, especially for common angles. However, it is
noted that accuracy may be affected in certain cases of extreme angles or complex questions. This analysis
provides an important representation of ChatGPT's capabilities in the field of mathematics, using a new method
for testing the accuracy of artificial intelligence models in determining trigonometric values.
Keywords -Accuracy, AI Model, ChatGPT, Trigonometric Functions, Trigonometry
Postmodern Marketing and Its Impact on Traditional Marketing Approaches: Is K...AJHSSR Journal
ABSTRACT : The essay discusses the concept of postmodern marketing and its impact on marketing theory
and practice. It explores the characteristics of postmodernism, including openness, tolerance, hyper-reality,
fragmentation, and the lack of clear boundaries, and how they challenge traditional marketing approaches. The
paper also looks at the contributions of postmodern marketing to consumer and marketing research and how it
has redefined the way we think about marketing as a science. Ultimately, it raises the question of whether and
how marketing should adapt itself to the new conditions brought about by postmodernism.
KEYWORDS :Postmodernism, Postmodern Marketing, Kotler, Marketing Theory, Postmodern Consumer
Reorientation of Health Service Governance Toward the Fulfillment of Social J...AJHSSR Journal
ABSTRACT: Health insurance is a human right. At the practical level, this health insurance program in
Indonesia is organized by BPJS Kesehatan (Social Security Administering Body for Health). The
implementation of BPJS Kesehatan is still not optimal and effective. Three problems are discussed in this
writing: the dynamics of health insurance governance in Indonesia, the implementation of the fulfillment of the
right to health by BPJS Kesehatan, and the reorientation of BPJS Kesehatan services toward social justice.
These problems are then answered by scientific research methods using a sociological juridical approach.
Complaintsoften occur regarding the regulations, the services provided by the health facility providers, and the
distance between the community and the health facilities. Such complaints affect the public interest in becoming
BPJS Kesehatan participants. The aforementioned conditions must be considered and evaluated for the
government's success in the aspired national health insurance plan.
KEYWORDS -BPJS Kesehatan, Health Insurance, Social Justice
“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
indicating the need for language policy reform. The study underlines the importanceof considering the
children‟s agency when being integrated into mainstream public schools.
.
KEYWORDS: migration, education, integration, sub-Saharan African children, public school
Sport et vieillissement : une analyse de la pratique des activités physiques ...AJHSSR Journal
Abstract : The aim of thispaperis to report on the effects of physicalactivity and sport on the health of older
people. Based on a mixed-methodsapproach, several techniques, namelydocumentaryanalysis and semistructured interviews, wereused in thisresearch in order to obtain a range of data thatwasavailable, accessible
and relevant to the subjectunderstudy. This enabled us to arrive at the resultsaccording to which the
stakeholders' perceptions of theirhealth are based on the practice of physicalactivities and sport as a social
construct in a socio-cultural context. Older people see sport as a way of curingillnesses, but above all as a way
of givingtheir bodies vitality. Othersseeit as a way of reinvigoratingthemselvesafter retirement.
Key words: Ageing, Physical activities, Sports activities, Elderly people.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1.4 modern child centered education - mahatma gandhi-2.pptx
Educators’ perceptions of inclusive education for learners with physical disabilities in mainstream classrooms
1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
A J H S S R J o u r n a l P a g e | 70
American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN :2378-703X
Volume-3, Issue-7, pp-70-75
www.ajhssr.com
Research Paper Open Access
Educators’ perceptions of inclusive education for learners with
physical disabilities in mainstream classrooms
1
Dr Yolanda Mpu, 2
Prof. E.O. Adu
1,2
University of Fort Hare, South Africa
ABSTRACT: While the practice of inclusive education has recently been widely embraced as an ideal model
for education, the acceptance of inclusive education practices has not translated into reality in most mainstream
classrooms. Even though education policies in South Africa stipulate that all learners should be provided with
the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive
education is still hampered by a combination of a lack of resources and the attitudes and actions of the educators
in the classroom. The main purpose of this paper is to develop a deeper understanding of educators' personal
understanding of the barriers to learning and how their understanding relates to their consequent actions to
implement inclusive education in mainstream classrooms. A qualitative research approach was used to establish
their perspectives and to frame questions regarding their perceptions and understanding. The findings, in this
paper, indicate that the way in which educators understand the diversity of learning needs is based on the
training that they received, which focused on a deficit, individualised approach to the barriers that encounter
learning and development.
KEYWORDS: barriers to learning; inclusive education; mainstream classrooms; inclusion
I. INTRODUCTION
Over the past decade wide agreement globally has encouraged the development of inclusive education by
advocating the inclusion of learners with diverse educational needs in the same classrooms. It was emphasised
that learners irrespective of disability should be educated alongside their peers instead of being marginalized
into special schools. Inclusive education is regarded internationally as the right of every learner to be part of
mainstream classrooms. Although developments in policy and legislative level are important, ultimately
inclusive education comes down to changing education in schools and mainstream classrooms (Srivastava, De
Boer & Pijl, 2013). These changes in education have placed new demands on the teaching profession, since in
many contexts, classrooms now contain a mix of learners from different backgrounds and with different levels
of ability and disability. Inclusive education is not only about access to education, but also about acceptance and
participation in the implementation of inclusive education and the resultant promise of quality education for all
(Terzi, 2008). Inclusive schools are therefore about belonging, celebrating and educating all learners, regardless
of their differences in ability, culture, gender, language, class and ethnicity. An inclusive classroom is thus
viewed as a place that both embodies and supports learning for a diverse range of learners, where deficit views
of difference and deterministic views about ability are rejected, and participation shapes the experiences and
identities of all individuals’ participation to classroom activities (Berry, 2006; Florian, 2009; Kershner, 2009;
Kozleski, Artiles & Waitoller, 2014).
An issue that has received a great deal of attention internationally has been educator preparedness and teaching
strategies in inclusive classrooms. According to the researchers; interactions between learners and educators are
important social processes that contribute to every learner's academic, social and emotional development
(Luckner & Pianta, 2011). Whilst the restructuring and reorganisation of educational policy in response to
national and global imperatives for the development of inclusive education might shape broader social and
institutional contexts in which educators operate, it is their personal interpretations and understandings, as well
as their day-to-day enactment of inclusion, which determines the way in which policy is reformulated in practice
(Sikes, Lawson & Parker, 2007). Consequently, their attitudes towards inclusive education and understanding
about its meaning and implementation are crucial elements in the success of inclusive education. The way in
which they implement inclusive educational practices in their classrooms are therefore not only likely to be
influenced by systemic contextual factors, including for example, the ethos within their own schools as well as
the wider educational system's approach to inclusive education, but importantly, also by their understanding of
inclusive education.
2. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
A J H S S R J o u r n a l P a g e | 71
II. THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN SOUTH AFRICA
In response to international developments regarding inclusive education the South Africa White Paper 6: Special
Needs Education, building an inclusive education and training system (Department of Education (DoE), 2001)
outlined to a national strategy to achieve an inclusive education system that focusses on accommodating learners
with diverse needs in mainstream classrooms. The policy broke with the concept of 'special needs education' and
introduced the notion of 'barriers to learning' within an inclusive education framework (DoE, 2001). The central
focus of White Paper 6 is that inclusive education is embracing, recognising and celebrating learner diversity;
acknowledging that all learners can learn and need support; and capacitating educators to enable them to address
a wide range of learning needs by focusing on teaching and learning actions that will benefit all students who
experience barriers to learning (Oswald, 2007). Furthermore, White Paper 6 asserts that the education system
must transform to accommodate the full range of barriers to learning and development, including needs caused
by intrinsic medical causes (e.g. disabilities, chronic illness), as well as barriers caused by extrinsic systemic
barriers, including socio-economic factors, an inflexible curriculum, problems with language and
communication, and poorly-trained educators. However, despite a strongly stated position on the socially-
constructed nature of difference and resultant extrinsic contextual barriers, White Paper 6 still depended on a
medical model approach when support for diverse barriers to learning is proposed. It recommends a continuum
of support for learners who experience barriers to learning that distinguished between learners with low-
intensive level support, who receive support in mainstream schools, learners with moderate level support
requirements, who are to be accommodated in full-service schools, and learners who require high-intensive
educational level support, who continue to be accommodated in special schools that will also play a role as
resource centres for neighbouring mainstream schools (DoE, 2001; Engelbrecht & Van Deventer, 2013).
As a result, initial and continuing professional development of classroom educators were considered a priority
by the DoE (2001), as educators were recognised as being the primary resource for achieving the goal of an
inclusive education system. It has, however, become increasingly clear in research studies that the focus on
inclusive education in South African teacher education programmes tend to be fragmented and short-term,
lacking in-depth content knowledge (Engelbrecht, 2013; Oswald, 2007). They continue to focus on a more
deficit-oriented approach to intrinsic barriers to learning, based on the continuum of support recommended in
White Paper 6. Preparation tends not to take into consideration the unique extrinsic contextual influences that
impact on the way in which schools function or the effect of the traditional medical approach to learners with
diverse education needs on the quality of teacher-learner interactions in mainstream classrooms. Furthermore, in
most instances, teacher education students complete their training without any sustained interaction with
students who experience barriers to learning and development especially those with disabilities so that their
ability to translate and enact what they have learned in mainstream classrooms remain questionable
(Englebrecht& Van Deventer, 2013; Kozleski & Siuty, 2014; Nel, Engelbrecht, Nel & Tlale, 2014; Oswald,
2007). Teacher education programmes therefore tend not to focus in depth on what Loreman (2010) calls the
essential outcomes for inclusive education-related teacher education programmes. These outcomes include, for
example, a deeper understanding of inclusive education and diversity; the knowledge and range of skills to
collaborate widely with all stakeholders; engaging in inclusive instructional planning by being reasonably
prepared to anticipate and be responsive to high-priority needs within regular classrooms; and effectively
support learners with diverse learning needs to participate fully in all classroom activities, rather than being
supported in separate special classrooms or resource centres (Watkins, 2012). Some of the strategies to provide
support in regular classrooms include for instance creating participatory classroom activities using peer
collaboration strategies and small group work that are not based solely on ability where individual learning,
where interdependence and interpersonal skills are promoted within heterogeneous groups, and where educators
promote classroom dialogue for learning by using responsive instruction strategies (Berry, 2006).
As in other countries, research studies on the implementation of inclusive education in South Africa have
pointed out that additional complex contextual issues including funding constraints that affect the availability of
resources, resultant overcrowded classrooms and school cultures that influence attitudes towards difference and
disability, have complicated the implementation of the recommendations of White Paper 6 (Walton, 2011;
Walton & Lloyd, 2011). Although South African educators seem to favour inclusion in principle, they believe
that the South African educational system does not have the resources needed to enable them to implement
inclusive education. Educators' ambivalence regarding the implementation of inclusive education increases as
they become more concerned with teaching subject matter and completing curriculum requirements, rather than
diversifying instruction to meet a range of learner needs (e.g. Jordan, Glenn & McGhie-Richmond, 2010; Nel et
al., 2014; Nel, Müller, Hugo, Helldin, Backmann, Dwyer & Skarlind, 2011; Savolainen, Engelbrecht, Nel &
Malinen, 2012).
Although recent curriculum transformation has integrated the principle of inclusive education, which by
implication means that curriculum implementation should be flexible with regard to teaching methods,
assessment, pace of teaching and the development of learning material (DoE, 2001), the current Curriculum and
Assessment Policy Statements (CAPS) does not support the requirements of a flexible curriculum as
3. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
A J H S S R J o u r n a l P a g e | 72
stated in Education White Paper 6 (DoE, 2001; Geldenhuys & Wevers, 2013). During annual national
assessments (ANA) in 2012 and 2013 by the Department of Basic Education (DoBE) on literacy and numeracy
skills in Grades One-Six and Nine, it was established that South African learners experience serious challenges
in these areas (DoBE, Republic of South Africa, 2013). As a result, intervention programmes were put in place
by the DoBE in primary schools. For example, in Gauteng Province, where most of the schools in this study are
located, the Gauteng Programme for Language and Mathematics Strategy (GPLMS) was initiated to support the
implementation of the CAPS. The focus of the GPLMS is on providing clear time allocations to complete the
curriculum, weekly routines, revision weeks and marking guidance (Gauteng Province Department of
Education, 2012). The findings of this study indicate that this prescriptive approach to policy requirements
restricts educators in being flexible to address their own learners' context and needs (Msibi & Mchunu, 2013:19-
23).
Against this background, South African educators continuously need to develop strategies daily to provide
quality educational opportunities for every learner in their classrooms as their classroom contexts in mainstream
schools are increasingly characterised by a complex constellation of barriers to learning and development -
primarily those of social class, ethnicity, home language and ability/disability.To develop an understanding of
educators' attitudes and self-efficacy in general, and to explore questions about the knowledge and skills they
need to be inclusive in their own classrooms, the international study has a sequential mixed-method design
(Creswell, 2003) that includes both quantitative and qualitative features in the data collection and analysis
(Mertens, 2005). By increasing and combining the number of research strategies within this project, the research
is aiming to broaden the dimension and scope of the project and increase the understanding of educators' roles in
the implementation of inclusive education. Qualitative data collection strategyoccurred to establish the educator
perspectives of inclusive education and to design the frame of questions that the researcher had to come up with
the necessary findings and recommendations. It was also intended that the data collected will focus on educators'
teaching practices in their own classrooms (Creswell, 2003; Mertens, 2005).
Bronfenbrenner (2001) defined his bio-ecological theory as “an evolving theoretical system for the scientific
study of human development over time” (pp. 693–694), enabling to explore how the bio-ecological model
mediate the ways in which inclusive education can affect child development in each level of development. It
sheds light on the issues and tensions in the implementation of inclusive education, and how educators mediate
and negotiate their views of inclusive education in institutional and wider ideological contexts. For example, the
articulations between forces outside of schools in diverse international contexts such as education policies; the
way in which they are either reinforced or opposed within specific local school contexts and how the actions and
social interactions of individuals in these school contexts, namely classrooms, are influenced by these forces
(Kozleski et al., 2014; Swart & Pettipher, 2011).Attitudes and Concerns on Inclusive Education as well as a
scale measuring Educators Self-Efficacy in Implementing Inclusive Practices were envisaged.
The analysis indicated that, whereas the overall sentiments towards disabilities are positive in some countries,
educators have several concerns regarding the consequences of including children with disabilities in
mainstream classrooms in South African context. Results indicated that South African educators perceive
inclusive education within a human rights framework, thereby recognising that there is no difference in the
general idea of inclusion and the concrete idea of recognising human rights by including learners with
disabilities in their own mainstream classrooms, but that their sense of self-efficacy in doing so is inadequate.
Their counterparts from other countries, on the other hand, perceive inclusive education as a pragmatic
implementation issue, and would prefer learners with, for example disabilities, to be supported by other
professionals within their mainstream schools (Engelbrecht, Savolainen, Nel & Malinen, 2013). They mentioned
the District Based Support teams and Institutional Learner Teacher Support Teams that are not fully supporting
them.The researcher therefore realised that to develop a deeper understanding of South African educators'
personal interpretations and understandings about barriers to learning within inclusive education, and how their
understanding relates to their consequent actions in their classrooms a more in-depth exploration is needed. As a
result, the main research question guiding this study was as follows:
What are the educators' perceptions of inclusive education for learners with physical disabilities in mainstream
classrooms?
The following sub-questions were formulated to further explore the various aspects of the inclusion of diverse
learners in classrooms:
How much do educators know about inclusive education?
What support do educators require from District Based Support Teams (DBST) to help them improve
their practices?
III. FINDINGS
Contextual challenges on several system levels have been identified to have a direct and substantial effect on the
way in which educators describe their teaching activities. These system levels address issues at the local-, meso-
and macro-system levels and include a lack of physical, financial and human resources in school and district
levels, overcrowded classrooms, inadequate initial and continuing teacher education programmes and
4. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
A J H S S R J o u r n a l P a g e | 73
curriculum constraints that continue to play a role in classrooms in mainstream schools in South Africa
(e.g. '...the classes are too big...';Not well resourced classrooms and poor infrastructure '...the big sizes in our
classes cause a great difficulty...'; '...We need more funding...'; 'in fact we need training'; 'And we are having a
problem presently, because we are faced with continuous curriculum changes.
However, the overall findings indicate that (as stated in Sikes et al., 2007) whilst contextual issues including
policy, architectural infrastructure and school culture might shape the broader school context within which
inclusive education is implemented and the participants in this study, it is educators' continuing personal
interpretations in dynamic interaction with contextual issues that determine the way in which inclusion is
implemented in their classrooms, as well as how they teach and support learners. Although the educators in this
study regard the inclusion of learners with physical disabilities in their mainstream classrooms as their right,
thereby confirming the results of the overall international project (Savolainen et al., 2012), their classroom
teaching and learning support practices tend to be related not only to a lack of fundamental resources but to the
lack of proper knowledge and skills. Findings related to their perceptions of inclusive education to how learners
with disabilities, how they should be supported and their resultant teaching and learning support strategies
indicate that the way in which the educators respect and respond to the diversity of learning needs are based on
the training that they initially received as educators that was based on a deficit approach to barriers to learning
and development. Their line of thought is therefore centred on the notion that there is a specific specialist
pedagogical approach for all learners with "special educational needs" educators need to be introduced to, to
successfully include these learners in mainstream classrooms without an acknowledgement of barriers to
learning caused by extrinsic factors. The results clearly indicate that current initial, as well as continuing teacher
education programmes ought to encourage a model of teaching and learning that acknowledges and responds to
a wide range of possible barriers to learning, which include both contextual barriers and barriers that are
intrinsic to learners, without labelling some as 'different'. As mentioned earlier, the common international
denominator in inclusive education is the recognition and valuing of human diversity within international
education systems, and the promise of quality education for all. This implies that teacher education for inclusion
should be more than a set of strategies to merely place students in mainstream classrooms and provide a
continuum of support levels based on the severity of identified disabilities. It is widely recommended that initial
and continuing teacher preparation programmes need to be restructured to prepare educators for complex and
diverse classroom contexts. Research indicates that students in initial teacher education programmes benefit
when they are instructed on specific collaborative behaviours, especially when they have opportunities to
collaborate with special and ordinary educators during their training. Where training programmes focus on
social and educational inclusion and integrate these perspectives in all modules from the outset, not just as
elective or one or two compulsory courses as is the case in the prevailing general teacher education model in
South Africa, newly qualified educators are more successful in providing effective teaching and learning support
forlearners with diverse needs despite a lack of general resources to do so (Engelbrecht, 2013; Rouse & Florian,
2012).
IV. CONCLUSION
It has been noticed during the study that inclusive school communities have the responsibility to promote
effective learning by creating conducive and supportive learning environments within which learners feel
accepted and appreciated, curriculum and teaching strategies support learning and educators understand the
uniqueness of every learner in their classrooms (Bojuwoye, Moletsane, Stofile, Moolla & Sylvester, 2014; Swart
& Pettipher, 2011). Schools and educators need to commit to the transformation of their school communities for
the implementation of inclusive education to be successful to engender attitudes of acceptance and willingness
to facilitate the necessary mind shifts in terms of what educators do in their classrooms, as well as why and how
they do it. The importance of supportive structures as well as well-skilled professional educators who have a
clear understanding of a variety of barriers to learning, and what their own responsibilities are in addressing
these barriers in their own classrooms, are therefore of the utmost importance in the implementation of inclusive
education.Educators, despite their clear understanding of the rights of all learners to be included in mainstream
schools, are struggling to meet the increasing number of learners that are experiencing diverse barriers to
learning and development, as they do not have the necessary skills to provide support and to adapt classroom
teaching, due to their understanding of barriers to learning as fixed and internal to learners. Furthermore, they
also have inadequate access to appropriate learning support material and other resources.
REFERENCES
[1]. Artiles A & Dyson A 2005. Inclusive education in the globalization age: the promise of a comparative
cultural historical analysis. In D Mitchell (ed). Contextualizing inclusive education: Evaluating old and
new international perspectives. Oxfordshire: Routledge.
5. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
A J H S S R J o u r n a l P a g e | 74
[2]. Badat S & Sayed Y 2014. Post-1994 South African education: The challenge of social justice. The
ANNALS of the American Academy of Political and Social Science, 652(1):127-148.
[3]. Berk LE 2012. Child Development (9th ed). Boston, MA: Pearson.
[4]. Berry RAW 2006. Inclusion, power and community: Educators and students interpret the language of
community in an inclusive classroom. American Educational Research Journal, 43(3):489-529.
[5]. Bojuwoye O, Moletsane M, Stofile S, Moolla N & Sylvester F 2014. Learners' experiences of learning
support in selected Western Cape schools. South African Journal of Education, 34(1): Art 750, 15
pages.
[6]. Bronfenbrenner U 1979. The ecology of human development: Experiments by nature and de-
sign. Cambridge, MA: Harvard University Press.
[7]. Chisholm L & Leyendecker R 2008. Curriculum reform in post-1990s sub-Saharan Af-
rica. International Journal of Educational Development, 28(2):195-205.
[8]. Creswell JW 2003. Research design: Qualitative, quantitative and mixed methods approaches (2nd
ed). Thousand Oaks, CA: Sage Publications, Inc.
[9]. Department of Basic Education (DoBE), Republic of South Africa 2013. Report on the annual national
assessment of 2013: Grades 1 to 6 & 9. Pretoria: Government Printing Works.
[10]. Department of Education (DoE) 2001. Education White Paper 6: Special Needs Education. Building an
inclusive education and training system. Pretoria: Government Printing Works.
[11]. Eloff I & Kgwete LK 2007. South African educators' voices on support in inclusive educa-
tion. Childhood Education, 83(6):351-355.
[12]. Engelbrecht P 2013. International perspectives on teacher education for inclusion. Keynote paper pre-
sented at The German Educational Research Association (GERA): subdivision Primary Education and
Special Education Division annual conference, Braunschweig, Germany, October.
[13]. Engelbrecht P, Oswald M, Swart E & Eloff I 2003. Including learners with intellectual disabilities:
stressful for educators? International Journal of Disability, Development and Education, 50(3):293-
308.
[14]. Engelbrecht P, Savolainen H, Nel M & Malinen OP 2013. How cultural histories shape South African
and Finnish educators' attitudes towards inclusive education: a comparative analysis. European Journal
of Special Needs Education, 28(3):305-318.
[15]. Engelbrecht P & Van Deventer M 2013. Impact on teaching and learning of educational policy on spe-
cial needs education and inclusion in South Africa. In CS Sunal & K Mutua (eds). Research on the in-
fluences of educational policy on teaching and learning. Charlotte, NC: Information Age Publishing.
[16]. Florian L 2009. Towards an inclusive pedagogy. In P Hick, R Kershner & PT Farrell (eds). Psychology
for Inclusive Education: New directions in theory and practice. London: Routledge.
[17]. Florian L & Black-Hawkins K 2011. Exploring inclusive pedagogy. British Educational Research
Journal, 37(5):813-828.
[18]. Friese S 2013. ATLAS.ti 7 Quick tour. Berlin: ATLAS.ti Scientific Software Development.
[19]. Gauteng Province Department of Education 2012. Operationalisation of the Assessment and Curricu-
lum policy in GPLMS schools. Circular 06/2012. Date: 20 August.
[20]. Geldenhuys JL & Wevers NEJ 2013. Ecological aspects influencing the implementation of inclusive
education in mainstream primary schools in the Eastern Cape, South Africa. South African Journal of
Education, 33(3), Art.
[21]. Howell C 2007. Changing public and professional discourse. In P Engelbrecht & L Green
(eds). Responding to the challenges of inclusive education in Southern Africa. Pretoria: Van Schaik.
[22]. Jordan A, Glenn C & McGhie-Richmond D 2010. The Supporting Effective Teaching (SET) project:
The relationship of inclusive teaching practices to educators' beliefs about disability and ability, and
about their roles as educators. Teaching and Teacher Education, 26(2):259-266.
Jordan A, Schwartz E & McGhie-Richmond D 2009. Preparing educators for inclusive class-
rooms. Teaching and Teacher Education, 25(4):535-542.
[23]. Kershner R 2009. Learning in inclusive classrooms. In P Hick, R Kershner & P Farrell
(eds). Psychology for inclusive education: New directions in theory and practice. London: Routledge.
[24]. Kozleski EB, Artiles AJ, Fletcher T & Engelbrecht P 2007. Understanding the dialectics of the local
and the global in Education for all: A comparative case study. International Critical Childhood Policy
Studies, 2(1):15-29.
[25]. Kozleski E, Artiles A & Waitoller F 2014. Equity in inclusive education: A cultural historical compara-
tive perspective. In L Florian (ed). The SAGE handbook of special education (2nd ed). New York: Sage
Publications Ltd.
[26]. Kozleski EB & Siuty M 2014. From challenges to opportunities: Educational systems that work for
students with disabilities. Florida, USA: CEEDAR Center, University of Florida.
6. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
A J H S S R J o u r n a l P a g e | 75
[27]. Leatherman JM & Niemeyer JA 2005. Educators' attitudes towards inclusion: Factors influencing
classroom practice. Journal of Early Childhood Teacher Education, 26(1):23-36.
[28]. Loreman T 2010. Essential inclusive education-related outcomes for Alberta preservice educators. The
Alberta Journal of Educational Research, 56(2):124-142.
[29]. Loreman T, Earle C, Sharma U & Forlin C 2007. The development of an instrument for measuring pre-
service educators' sentiments, attitudes, and concerns about inclusive education. International Journal
of Special Education, 22(2):150-159.
[30]. Luckner AE & Pianta, RC 2011. Teacher-student interactions in fifth grade classrooms: Relations with
children's peer behaviour. Journal of Applied Developmental Psychology, 32(5):257-266.
[31]. Merriam SB 2009. Qualitative Research: A guide to design and implementation (2nd ed). San Fran-
cisco, CA: Jossey-Bass.
[32]. Mertens DM 2005. Research and evaluation in education and psychology: Integrating diversity with
quantitative, qualitative, and mixed methods. Thousand Oaks, CA: SAGE Publications.
[33]. Msibi T & Mchunu S 2013. The knot of curriculum and teacher professionalism in post-apartheid
South Africa. Education as Change, 17(1):19-35.
[34]. Nel M, Engelbrecht P, Nel N & Tlale D 2014. South African educators' views of collaboration within
an inclusive education system. International Journal of Inclusive Education, 18(9):903-917.
[35]. Nel N, Müller H, Hugo A, Helldin R, Bäckmann Ö, Dwyer H & Skarlind A 2011. A comparative per-
spective on teacher attitude-constructs that impact on inclusive education in South Africa and Swe-
den. South African Journal of Education, 31(1):74-90.
[36]. Oswald M 2007. Training educators to become inclusive professionals. In P Engelbrecht & L Green
(eds). Responding to the challenges of inclusive education in Southern Africa. Pretoria: Van Schaik.
[37]. Rouse M & Florian L 2012. Inclusive practice project: Final report. Aberdeen, Scotland: University of
Aberdeen.
[38]. Saldana J 2013. The coding manual for qualitative researchers (2nd ed). Los Angeles, CA: Sage Publi-
cations.
[39]. Savolainen H, Engelbrecht P, Nel M & Malinen OP 2012. Understanding educators' attitudes and self-
efficacy in inclusive education: implications for pre-service and in-service teacher education. European
Journal of Special Needs Education, 27(1): 51-68.
[40]. Sikes P, Lawson H & Parker M 2007. Voices on: educators and teaching assistants talk about inclu-
sion. International Journal of Inclusive Education, 11(3):355-370.
[41]. Srivastava M, De Boer A & Pijl SJ 2013. Inclusive education in developing countries: a closer look at
its implementation in the last 10 years. Educational Review, Advance Access.
[42]. Swart E & Pettipher R 2011. A framework for understanding inclusion. In E Landsberg, D Krüger & E
Swart (eds). Addressing barriers to learning: A South African perspective (2nd ed). Pretoria: Van
Schaik.
[43]. Terzi L 2008. Justice and equality in education: A capability perspective on disability and special edu-
cational needs. London: Continuum International Publishing Group.
[44]. Walton E 2011. Getting inclusion right in South Africa. Intervention in School and Clinic, 46(4):240-
245.
[45]. Walton E & Lloyd G 2011. An analysis of metaphors used for inclusive education in South Af-
rica. Acta Academica, 43(3):1-31.
[46]. Watkins A (ed.) 2012. Teacher education for inclusion: Profile of inclusive educators. Brussels: Euro-
pean Agency for Development in Special Needs Education.