Case Study: We Have a Voice. Experiences of Students With Special Needs and Typical Students in a Model Primary School in the St. George East District

dc.creatorBridgemohan-Akal, Sherry
dc.date.accessioned2015-01-27T15:47:22Z
dc.date.accessioned2019-08-05T18:26:57Z
dc.date.available2015-01-27T15:47:22Z
dc.date.available2019-08-05T18:26:57Z
dc.date.created2015-01-27T15:47:22Z
dc.date.issued2015-01-27
dc.identifierhttp://hdl.handle.net/2139/39497
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3022371
dc.description.abstractThis qualitative study examined the experiences of inclusion, within a model primary school in Trinidad and Tobago, of both special needs students and their peers in the general education classroom. Data were collected through individual interviews and focus groups with nine students (eight typical and one special needs student), as well as through classroom observations. Four themes emerged from the study: 1) physical inclusion, 2) academic inclusion, 3) social inclusion, and 4) social justice.
dc.languageen
dc.subjectCase studies
dc.subjectSpecial needs students
dc.subjectInclusive education
dc.subjectPrimary schools
dc.subjectPrimary school students
dc.subjectRegular class placement
dc.subjectEducational experience
dc.subjectTrinidad and Tobago
dc.titleCase Study: We Have a Voice. Experiences of Students With Special Needs and Typical Students in a Model Primary School in the St. George East District
dc.typeThesis


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