• Ei tuloksia

Chapter 7: Conclusions and Recommendations

7.5. Limitations

Since Omusati region is regarded as a region with the most schools in Namibia, I feel that the sampling of four schools was too small. Time of collecting the data was also not appropriate enough since it was at the beginning of the school and teachers were not really teaching seriously by then, so this might have affected the reliability of the data collected through observation. There was also a miscommunication between the researcher and one of the principals of the chosen schools, which caused the researcher to look for another school in a short period. The researcher had to write letters to the new school and inform the Omusati regional director of education about the whole incidence.

72

References

Ainscow, M., Booth, T. & Dyson, A. (2006). Inclusion and the Standards Agenda: Negotiating policy pressures in England. International Journal of Inclusive Education, 10(4-5), 295-308, DOI: 10.1080/13603110500430633.

Ainscow, M. & Sandil, A. (2010). Developing Inclusive Education Systems: The Role of Organisational Culture and Leadership. International Journal of Inclusive Education, 14(4), 401-416.

Ali, M.M., Mustapha. R. & Jelas. Z.M. (2006). An Empirical Study on Teachers Perceptions Toward Inclusive Education in Malaysia. International Journal of Special Education.

21(3), 36- 44.

Amalemba, D.M. (2013). An Investigation on Challenges Facing Implementation of Inclusive Education in Primary Schools in Metete District, Kakanga Country; Kenya. University of Nairobi.

Angrist, J. D., and V. Lavy (2001). Does Teacher Training Affect Pupil Learning? Evidence from Comparisons in Jerusalem Public Schools. Journal of Labor Economics, 19 (2), 343-369.

Amukugo, M. (2017). Democracy and Education in Namibia and Beyond: A Critical Appraisal.

Oxford: African Books Collective. Retrieved October 2, 2018, from Project MUSE database.

Antia, S.D., Stinson, M.S. and Gaustad, M.G. (2002). Developing Membership in The Education of Deaf and Hard-hearing Students in Inclusive Settings. Journal of Deaf Studies and Deaf Education, 7, 214-229.

Bear, M. (2005). Toward the Education for Marginalized Children. Windhoek: Namibia

Boer, A., Pijl, S.J., & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: a review of the literature, International Journal of Inclusive Education, 15(3), 331-353, DOI: 10.1080/13603110903030089.

73

Braun, V. & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.

Chapman, M. (1988). Constructive Evolution: Origins and Development of Piaget’s thought.

Cambridge: Cambridge University Press.

Chaula, G, J. (2014). Challenges Teachers Face in Implementation of Inclusive Education in Primary Schools in Tanzania: A case study of two primary schools in Tanzania.

Hedmark University College.

Cherry, K. (2017). Piaget’s Theory: The 4 Stages of Cognitive Development. Background and key concepts of Piaget’s theory. New York City.

Chimhenga, S. (2014). An Assessment of Factors Affecting the Implementation of Inclusive Education for Children with Learning Disabilities in Zimbabwean Primary Schools.

Doctoral thesis. University of South Africa.

Cole, P.G. and Chan, L. (1994). Teaching Principles and Practice, (2nd Ed). Prentice Hall, New York.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed). London: Sage publications, Inc.

Demographic and Health Survey. (2013). A Namibia Fit for Children: Inclusive Education.

Windhoek.

Derry, J. (2013). Vygotsky Philosophy and Education. SPi, India.

Diego, M.M. (2015). Implementing Inclusive Education in Namibian Primary Schools: from policies to practice. University of Oulu.

Dittrich, W. H. & Tutt, R. (2008). Educating children with complex conditions: Understanding overlapping and co-existing developmental disorders. Los Angeles, CA; London:

SAGE.

European Agency for Special Needs and Inclusive Education. (2015). Agency position on inclusive education systems. Odense: European Agency for Special Needs and Inclusive Education.

74

Farquhar, J. D. (2012). Case study research for business London: SAGE Publications Ltd doi:

10.4135/9781446287910.

Farrell, M. (2003). Understanding Special Educational Needs: A Guide for Student Teachers.

London: Routledge.

Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in education.

Boston (Mass.): McGraw-Hill.

Friend, M., & Bursuck, W. D. (1999). Including students with special needs. Boston, MA, USA:

Allyn & Bacon.

Fullan, M. (2007). The new meaning of educational change. Oxon: Routledge

Gall, M. D, Gall, J. P. & Borg, W. R. (2003). Educational Research: An Introduction (7th ed).

New York: Pearson Education, Inc.

Jӓrvinen, R. (2007). Regional Preparatory Workshop on Inclusive Education Eastern and Southern Eastern Europe: Finnish National Board of Education. Preschool and Basic Education Development Planning Specialist.

Kasayira, J.M. & Gwasira, D. (2005). Psychometrics and Assessment. BSc Honors Psychology Research paper. HPSY408. Zimbabwe Open University, Harare.

Kozulin, A. (1990). Vygotsky’s Psychology: A Biography of Ideas. Cambridge MA: Harvard University press.

Leedy, P.D. and Ormond, J.E. (2005). Practical Research: Planning and Design (8th Ed). New Jersey: Pearson Education.

Lewis, I. & Little, D. (2007). Report to NORAD on desk review of inclusive education policies and plans in Nepal, Tanzania, Vietnam and Zambia. Retrieved from https://www.eenet.org.uk/resources/docs/Policy_review_for_NORAD.pdf

Lingard, B., & Mills, M. (2007). Pedagogies making a difference: issues of social justice and Inclusion. International Journal of Inclusive Education, 11(3), 233-244. doi:

10.1080/1360311070123747.

75

Lipsky, D. and Gartner, A. (1996). Inclusion, School Restructuring, and the Remaking of American Society. Harvard Educational Review, No. 66, pp. 762- 796.

Mariga, L. (2014). Inclusive education in low-income countries: A resource book for teacher educators, parent trainers and community development. Oslo, Norway: Atlas Alliance.

McLeskey, J., Waldron, N. L., Spooner, F. & Algozzine, R. (2014). Handbook of effective inclusive schools: Research and practice. New York: Routledge.

Messiou, K. (2017). Research in the field of inclusive Education: Time for a Rethink?

International Journal of Inclusive Education. 21(2): 146- 159.

Mills, A. J., Durepos, G., & Wiebe, E. (2010). Encyclopedia of case study research, 1(0).

Thousand Oaks, CA: Sage Publications Ltd doi: 10.4135/9781412957397

Ministry of Basic Education and Culture. (1996). A profile of Education in Namibia. Prime press:

Namibia.

Ministry of Economic Planning. (2017). Namibia’s 5th National Development Plan (NDP5).

Windhoek.

Ministry of Education Sport and Culture. (1993). Towards Education for All: A Development.

Brief for Education. Windhoek: Gamsberg Macmillan Publishers.

Ministry of Education, Arts, and Culture. (2016). The National Curriculum of Basic Education.

NIED: Okahandja, Namibia.

Ministry of Education. (2010). The National Curriculum of Basic Education. NIED:

Okahandja. Namibia.

Ministry of Education. (2014). Sector Policy of Inclusive Education. Windhoek.

Mitchell, D. R. (2005). Contextualizing inclusive education: Evaluating old and new international perspectives. London: Routledge.

Namibia International Bureau of Education. (n.d.). Retrieved from http://www.ibe.unesco.org/National_Reports/ICE_2008/namibia_NR08.pdf

76

Nind, M., Rix, J., & Sheehy, K. (Eds.). (2005). Curriculum and pedagogy in inclusive education:

Values into practice. London: Routledge Falmer.

Nketsia, W., Saloviita, T., & Gyimah, E. K. (2016). Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana. International Journal of Whole Schooling, 12(2), 1-18.

Osman, A. (2005). Achieving Education for All: The Case for Non- Formal Education. Report of a Symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All. London: United Kingdom.

Ozer. O. (2004). Constructivism in Piaget and Vygotsky. Issue 48/ October- December.

Patil, P.S. & Patankar, P.S. (2016). Constructivist Approach for Inclusive Education. Kolhapur, India.

Rossouw, D. 2010. Intellectual Tools: Skills for the human sciences, 2nd ed. Cape Town: Van Schaik Publishers.

Schmidt, M. & Vrhovnik, K. (2015). Attitudes of Teachers Towards the Inclusion of Children with Special Needs in Primary and Secondary Schools. University of Maribor:

Slovenia.

Scott, W., & Spencer, F. (2006). Professional development for inclusive differentiated teaching curriculum. Australian Journal of Learning Disabilities, 11(1), 35-44. doi:

10.1080/1940415060954680.

Southern Early Childhood Association. (2016). Valuing Diversity for Young Children. Little Rock.

Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).

Taukeni, S.G. (2012). Orphaned learners’ experiences with regard to bereavement support:

implications for school guidance and counselling. Bereavement Care, 31(3), 114-119.

The Government Republic of Namibia. (1990). The Constitution of the Republic of Namibia.

Windhoek, Namibia.

77

The University of Namibia. (2017). Education faculty prospectus. (Pp.103- 105). Windhoek:

Namibia.

UNESCO (1994). World Conference on Special Needs Education: Access, and quality.

Salamanca Statement and Framework for Action on Special Needs Education. Paris:

UNESCO

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris, UNESCO.

UNESCO. (2002). The Government Republic of Namibia, Education for All: National Plan of Action. Windhoek.

UNESCO. (2009). Policy Guidelines on Inclusion in Education. France.

UNESCO. (2017). Teacher Support and Motivation Framework for Africa: Emerging Patterns.

Addis Ababa, Ethiopia, UNESCO.

UNICEF. (2011). Improving Quality and Equity in Education in Namibia: A Trend and Gap Analysis. Namibia.

Van der Bij, T., Geijsel, F.P., Garst, G.J.A, & Ten Dam, G.T.M. (2016). Modelling Inclusive Special Education: Insights from Dutch secondary schools. European Journal of Special Needs Education, 31(2), 220-235.

Wiettersheim, E. (2002). Educationally Marginalized Children in Namibia: An Inventory of Programmes, Interventions and Data. Census office: Grimm Strasse.

Wikan, G. (2008). Challenges in the Primary Education in Namibia. (Rapport. nr. 7). Høgskolen I Hedmark. Elverum.

Yarashevsky, M.G. (1993). L.S. Vygotsky: V Poiskan Novoi Psichologii. (Vygotsky: In Search for New Psychology). St. Petersburg: Russia.

78

Appendices