Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779
Title: Inclusive education and educational diversity : a study of Brunei Government schools
Author: Hurairah, Huraini
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 2009
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Abstract:
Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.
Supervisor: Lunt, Ingrid C. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.519779  DOI: Not available
Keywords: Education ; inclusive education ; Brunei ; Language & Terminology ; special education
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