scholarly journals Challenges Teachers Encounter In Implementing Inclusive Education In Public Primary Schools In Nyamira County, Kenya.

2015 ◽  
Vol 3 (3) ◽  
pp. 217-230
Author(s):  
Peterson Ondieki Oosero
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Learning Experience ◽  
Negative Attitude ◽  
Education Programme ◽  
Self Esteem ◽  
Slow Learners ◽  
Inclusive Curriculum ◽  
Heavy Workload

The purpose of the study was to determine the challenges the teachers encounter in implementing inclusive education in Nyamira County, Kenya. The location of the study was Nyamira County in Kenya. The objective of the study was to find out challenges teachers encounter in implementing inclusive education in Nyamira County, Kenya. The study was limited to challenges teachers encounter in inclusive education. Challenges discourage teachers from carrying out teaching tasks as stipulated in the inclusive education programme. The study targeted all teachers 4000 and 5 education officers in Nyamira County. Teachers were targeted because they were implementers of inclusive curriculum and therefore better positioned to share experiences they undergo. Data was analyzed and results presented in tables, graphs and percentages the study found that teachers faced such challenges as: teachers lack of knowledge of the types of learners, indiscipline cases, heavy workload demanding more time, teachers’ negative attitude towards disabled, no facilities for teachers and learners, disabled have low self-esteem among others. The study concluded that the challenges were contributing to the negativity of teachers towards inclusive education and hence hindered the implementation of inclusive education. The recommended that teachers should plan to have more time to remedy the children such as slow learners and they should maintain class control by involving all learners within each learning experience. It also recommended that teachers should be encouraged to develop positive attitude towards the implementation of inclusive education in public primary schools in Nyamira County, Kenya.

scholarly journals LEVEL OF READINESS AND ACCEPTANCE OF MAINSTREAM TEACHERS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN LEARNING DISABILITY

2021 ◽  
Vol 9 (2) ◽  
pp. 79-90
Author(s):  
NIK HASSAN SEMAN ◽  
MOHD ISKANDAR DAUD ◽  
NOR KAMILAH MAKHTAR ◽  
NIK AZHAR NIK AB RAHMAN ◽  
FARAH DILLA RAMLI
Keyword(s):  
Learning Disability ◽  
Inclusive Education ◽  
Education Program ◽  
Primary Schools ◽  
Online Survey ◽  
Strong Field ◽  
Education Programme ◽  
Study Data ◽  
Mainstream Teachers ◽  
High Level

AbstractInclusive Education Program (IEP) is a challenging educational transformation as the teachers who are involved in it need to equip themselves with a strong field of knowledge, sound teaching skills as well as commendable attitudes. This study aims to examine the state of readiness of mainstream teachers in terms of knowledge and acceptance of the implementation of the Inclusive Education Program for learning disabilities. A total of 80 mainstream teachers in several primary schools in the district of Kota Bharu Kelantan were selected as respondents in this study. Data were collected through an online survey using a google form questionnaire and were analyzed descriptively. The findings show that the involved mainstream teachers have a high level of state of readiness in terms of knowledge of the Inclusive Education Program, while in the aspect of acceptance, most respondents obtained a moderate level. The results of this study show that many efforts and programmes are needed to help improve knowledge and the level of acceptance among mainstream teachers to successfully implement an Inclusive Education Program for learning disability.   AbstrakProgram Pendidikan Inklusif (Inclusive Education Programme, IEP) merupakan satu program transformasi Pendidikan negara yang mencabar kerana guru yang terlibat perlu melengkapkan diri dengan pengetahuan pendidikan inklusif yang mantap, kemahiran mengajar yang baik dan memiliki sikap yang terpuji. Kajian ini bertujuan untuk mengkaji tahap kesediaan guru arus perdana dari segi pengetahuan dan penerimaan pelaksanaan IEP dalam masalah pembelajaran. Seramai 80 orang guru arus perdana di beberapa sekolah rendah di daerah Kota Bharu, Kelantan telah dipilih sebagai responden kajian. Data dikumpulkan melalui kaedah tinjauan menggunakan borang soal selidik Google Form secara atas talian dan dianalisis secara deskriptif. Dapatan kajian menunjukkan guru arus perdana yang terlibat mempunyai tahap kesediaan yang tinggi dalam aspek pengetahuan berkaitan IEP, manakala dalam aspek penerimaan, majoriti responden menunjukkan tahap yang sederhana. Hasil kajian ini menunjukkan perlunya pelbagai usaha dan program dijalankan bagi membantu meningkatkan pengetahuan dan tahap penerimaan dalam kalangan guru arus perdana untuk melaksanakan IEP dalam kategori masalah pembelajaran.

scholarly journals ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS

2021 ◽  
Author(s):  
Nomvuyo Joyce Mantshiyane ◽  
◽  
Wendy Setlalentoa ◽  
Pule Phindane ◽  
◽  
...  
Keyword(s):  
Parental Involvement ◽  
Inclusive Education ◽  
School Environment ◽  
Primary Schools ◽  
Barriers To Learning ◽  
Inclusive Curriculum ◽  
Learning Barriers ◽  
The Disabled ◽  
The Republic ◽  
Grade One

The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.

Knowledge and attitude of Egyptian parents toward childhood mental disorders

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ahmed Arafa ◽  
Marwa Magdi ◽  
Mayar Magdy ◽  
Hasnaa Elsharkawy ◽  
Lamiaa Saleh
Keyword(s):  
Mental Disorders ◽  
Primary Schools ◽  
Positive Attitude ◽  
Negative Attitude ◽  
Cross Sectional Study ◽  
Urban Residence ◽  
Cross Sectional ◽  
First Semester ◽  
Knowledge And Attitude ◽  
Academic Year

Abstract Background Parents’ awareness of childhood mental disorders can help in early detection and management. This study aimed to assess the knowledge of parents about childhood mental disorders and their attitudes toward children with mental disorders. Subjects and methods Parents of children attending two public primary schools in Beni-Suef city in southern Egypt were invited to participate in this cross-sectional study during the first semester of the academic year 2017/2018. Knowledge and attitude of parents toward childhood mental disorders in addition to their socio-demographic characteristics were evaluated using a self-administered questionnaire. Results A total of 468 parents (41.5% fathers and 58.5% mothers) participated in this study. Only 21.6% of parents had optimal knowledge of risk factors, 33.3% of manifestations/screening, 58.8% of types and 47.6% of treatment, while 42.7% of parents held a positive attitude toward impressions, 43.4% toward social distance, 63.7% toward spiritual treatment, and 59.4% toward chemotherapy and psychotherapy of childhood mental disorders. The multivariable-adjusted regression analyses showed that optimal knowledge associated with urban residence [odds ratio (OR) 1.56, 95% confidence interval (CI) 1.05–2.30)] and knowing someone with a mental disorder (OR 1.62, 95% CI 1.08–2.41). The positive attitude was associated with urban residence (OR 1.80, 95% CI 1.18–2.74) and higher education (OR 2.14, 95% CI 1.32–3.48). Knowledge of parents correlated positively with their attitude toward childhood mental disorders (r = 0.258, p < 0.001). Conclusion A significant portion of parents in southern Egypt have suboptimal knowledge of childhood mental disorders and hold a negative attitude toward children with mental disorders. Future studies should focus on the possibility of including parents in screening for childhood mental disorders.

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

Assessing the Knowledge, Attitude and Practice (KAP) among the newly diagnosed Prediabetes screened in selected districts of South India

2020 ◽  
Vol 11 (3) ◽  
pp. 4836-4846
Author(s):  
Mohsina Hyder K ◽  
Raja D ◽  
Jithin Mohan ◽  
Ponnusankar S
Keyword(s):  
Positive Attitude ◽  
Healthy Lifestyle ◽  
Negative Attitude ◽  
Cost Effective ◽  
High Risk Population ◽  
Newly Diagnosed ◽  
Lifestyle Modifications ◽  
Open Label ◽  
Attitude And Practice ◽  
Knowledge Attitude And Practice

Currently, 314 million people in the world are Prediabetes, and it is predicted that around 500 million would be burdened by the year 2025. Continuing education of diabetes and its complications is crucial, but it should be accompanied with regular assessment of Knowledge Attitude and Practice (KAP) among the high-risk population. That would play a cost-effective role in prevention and control of the disease.This study was carried out to assess the Knowledge, Attitude and Practice among the newly diagnosed Prediabetes screened over selected districts of South India.This study was conducted through prediabetes screening camps over districts of Calicut, Wayanad and Malappuram in Kerala and The Nilgiris district in Tamilnadu from September 2017 to October 2019. A questionnaire survey was done as a part of a prospective open-label interventional study with 308 prediabetes individuals. Baseline characteristics of the participants were obtained, and their knowledge, attitude and practice regarding Prediabetes were assessed. The finding of the present study revealed 90% of the respondents had poor knowledge, 9% had average knowledge, and only 1% had good knowledge of Prediabetes. In the attitude assessment, only 1.9% had a strongly positive attitude, 14% had a positive attitude, 54% had neutral attitude while 17% had a negative attitude and 13% had a strongly negative attitude. Regarding healthy lifestyle practices, 35.4% had a deplorable practice that scored below 6. Around half of the population, 52.3% had poor practice, 12% had proper training, while only 0.3% had a perfect practice.Knowledge and practice regarding lifestyle modifications among prediabetes participants were found to be reduced. 

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

scholarly journals Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey

2021 ◽  
pp. 030157422097623
Author(s):  
Shweta A. Kolhe ◽  
Shivani S. Khandelwal ◽  
Amol A. Verulkar ◽  
Twinkle D. Bajaj ◽  
Niyati Bhupesh Potode
Keyword(s):  
Positive Attitude ◽  
Learning Experience ◽  
First Year ◽  
Dental Surgery ◽  
Postgraduate Students ◽  
New Learning ◽  
Patient Work ◽  
Clear Information ◽  
Gain Access ◽  
New Framework

Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.

Sign in / Sign up

Export Citation Format

Share Document