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- W4377004790 abstract "This research explored the perspectives of trainee Support Teachers at the Mauritius Institute of Education on inclusive education, based on their practice. It showed that the concept of inclusive education is not well understood, and that inclusion is still not a reality in Mauritius. The purpose of the study was to find out the extent to which inclusive education is possible in Mauritius at Grades 1 and 2 level when support is provided. It examined the practices of trainee support teachers in the light of the concept of inclusion and how it impacted on learning. It traced aspects of inclusive education which are essential for the implementation of the national curriculum framework (NYCBE, 2015). A qualitative approach was used and data from a questionnaire, a focus-group interview and a write-up on a metaphor was collected through a funnel approach and was analyzed qualitatively. The findings indicated that trainees took a practical and pragmatic position on inclusive education instead of adhering to general beliefs on this topic. Moreover, trainees had a pedagogical, academic, philosophical and a metaphorical perspective on inclusive education. The analysis of findings indicated that painstaking reforms, teacher education, change in mindset and innovations can bring positive results." @default.
- W4377004790 created "2023-05-19" @default.
- W4377004790 creator A5091969812 @default.
- W4377004790 date "2019-12-31" @default.
- W4377004790 modified "2023-10-05" @default.
- W4377004790 title "Perspectives of Trainee Support Teachers on Inclusive Education in Mauritius" @default.
- W4377004790 doi "https://doi.org/10.59595/ajie.07.1.2" @default.
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