Investigating a comparison of the factors influencing teachers’ attitudes toward inclusion of learners with specific learning disorder with the reading subtype and Attention Deficit Hyperactivity Disorder in public ordinary schools

dc.contributor.advisorStofile, Sindiswa
dc.contributor.authorAhmed, Wardah
dc.date.accessioned2020-12-02T08:05:35Z
dc.date.accessioned2024-04-15T08:00:58Z
dc.date.available2021-01-01T22:10:05Z
dc.date.available2024-04-15T08:00:58Z
dc.date.issued2020
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractInclusive education is practised globally as well as in South Africa and is researched widely. South Africa’s policy document, Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training system was implemented in 2001. This policy is grounded in human rights and strives to promote the rights of children who have disabilities by including them in mainstream schools. The attitudes that teachers have toward the inclusion of learners with disabilities influence the success of the implementation of this policy as teachers are at the forefront of implementing iten_US
dc.identifier.urihttps://hdl.handle.net/10566/10600
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.rights.holderUniversity of Western Capeen_US
dc.subjectNegative attitudesen_US
dc.subjectInclusive educationen_US
dc.subjectLearning disorderen_US
dc.subjectPositive attitudesen_US
dc.subjectAttention deficit hyperactivity disorderen_US
dc.titleInvestigating a comparison of the factors influencing teachers’ attitudes toward inclusion of learners with specific learning disorder with the reading subtype and Attention Deficit Hyperactivity Disorder in public ordinary schoolsen_US

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