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Browsing Graduate School of Education by Subject "inclusion"
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Manuilova, Natalya
(Nazarbayev University Graduate School of Education, 2018-06)
Despite legislative action to develop inclusive education in Kazakhstan, the field of higher education has not received sufficient attention so far. This is arguably one of the reasons behind the low number of students ...
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Kioko, Victor K.; Makoelle, Tsediso
(International Education Studies, 2014-05-28)
The qualitative study reported on in this article was motivated by the widely held belief that an inclusive approach to teaching and learning is a productive way of enhancing the participation and achievement of all students. ...
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Makoelle, Tsediso
(The Journal of Sociology and Social Anthropology, 2014)
Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, ...
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Makoelle, Tsediso; Merwe, M van Der
(International Journal of Education and Research. Vol. 2 No. 7 July 2014, 2014-07)
The world of technology in education has grown rapidly and at an alarming rate. In South Africa, in particular more and more technology has been adopted towards teaching and learning. This came amidst the implementation ...
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Matsoso, Teele Bernard
(Nazarbayev University Graduate School of Education, 2022-04)
This study investigated the lived experiences of students who are identified as lesbian, gay, bisexual, transgender, queer, intersexual or asexual (LGBTQIA+) at one South African higher education institution in terms of ...
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Makoelle, Tsediso Michael
(SAGE Open., 2020-01-26)
Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered ...
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Makoelle, Tsediso; Malindi, M. J.
(International Journal of Educational Sciences, 2014)
Multi-grade teaching is a commonly used pedagogic strategy in rural schools. However, this form of teaching continues to present challenges to both the teacher and the learner in particular since the advent of inclusive ...
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Makoelle, Tsediso
(Mediterranean Journal of Social Sciences., 2014-09)
Since the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international developments such as the signing of the Salamanca Statement in 1994, attempts worldwide to define ...
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Makoelle, Tsediso
(Mediterranean Journal of Social Sciences., 2014)
South Africa has adopted inclusive education system since 2001. The White Paper 6 was the first indication that inclusive education was to be implemented in schools. The implementation of inclusive education coincided with ...
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Makoelle, Tsediso; Malindi, M.
(Electronic Journal for Inclusive Education, 2015)
The social ecology of resilience perspective sees resilience as the
capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical ...
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Makoelle, Tsediso
(International Journal of Educational Sciences, 2014)
School-Based Support Teams were established by the South African National Department of Education in schools to deal with inclusive education and its implementation at school level. The role of these teams include, among ...
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Makoelle, Tsediso
(The Journal of Sociology and Social Anthropology, 2012)
The states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent ...
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Makoelle, Tsediso
(International Journal of Education and Research. Vol. 2 No. 7 July 2014, 2014-07)
The conceptualization of the notion of inclusive education is mostly drawn from western
forms of conceptions, thought and knowledge. Few studies actually prioritize indigenous
forms of knowledge in understanding the ...