scholarly journals The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Imam Yuwono ◽  
John Baptist Okech
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Critical Role ◽  
Target Population ◽  
Evaluation Study ◽  
Barriers To Learning ◽  
Large Classes ◽  
Special Needs Education ◽  
Class Room ◽  
Trained Teachers

This study sought to find out factors that influence special needs education trained teachers’ performance in class. It was conducted between January and June 2019, involving a target population which comprised 3 government universal primary schools, with a total of 94 teachers and 2,386 learners. Study samples were selected, involving special needs education teachers (N = 73) and LwDs and OSNs (N = 30). Purposive sampling method was used to choose the required samples. A descriptive study design, involving qualitative approach was used. Open ended questionnaires and interview guides were used for collecting data on the critical role that teachers play in supporting LwDs and OSNs who experience barriers to learning under inclusive setting. One of the findings reveals that class size poses a serious challenge to teachers who are not well trained when they have LwDs and OSNs in large classes. Another finding indicates that teachers face challenges with the way the curriculum is designed—posing challenge to them on how to best handle it. It is also found that teachers face challenge to manage the average class number (teacher-learner ratio). It is also found that class room environment, resources and implementation of policies on education for LwDs and OSNs have both direct and indirect influence on the teachers’ impact in class. Basing on the findings, recommendations were made that: relevant authorities should increase support for teacher training and retraining for LwDs and OSNs. That curriculum modification should be done regularly. Classroom environments need regular improvement to be more disability friendly. Lastly, implementation of policies on disabilities and other special needs should be carried out on regular basis.

scholarly journals The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal

2013 ◽  
Author(s):  
◽  
Happy Maureen Majola
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Education And Training ◽  
White Paper ◽  
Training System ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Special Needs Education ◽  
And Training

This study investigated the management of inclusive education in the four selected junior primary schools in the Empangeni District, KwaZulu-Natal. Despite the fact that the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System was released in 2001, aiming at providing quality education for all learners, the implementation and management of inclusive education in schools still remain a challenge. This research, therefore, investigated possible challenges and suggested solutions that could be used for the effective implementation and management of inclusive education in schools. This study was conducted to answer the following questions: i. What are the challenges at school level that delay the implementation of inclusive education? ii. What skills do teachers and principals have or acquired in order to identify and support learners who experience barriers to learning and development? iii. What are the teachers’ perceptions regarding the inclusion of learners who experience barriers to learning and development? iv. Does our education system provide teachers with relevant training to meet the challenges that come with inclusive education? An ethnographic research was conducted in four junior primary schools at the Empangeni District, KwaZulu- Natal to find out what happens in their school setting. Fifteen foundation phase teachers from four junior primary schools, four principals and six final year university student teachers participated in the study. The findings of data collected from teachers, principals and student teachers regarding their views on inclusion of learners who experience barriers to learning were used to make recommendations. The findings from the study revealed the need for schools to effectively implement the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System (2001). Inclusion of learners who experience barriers to learning and development is an international initiative, which aims to provide quality education for all learners. The success of inclusion is based on the adoption and implementation of the international, national and provincial inclusive education policies, declarations and guidelines. In this study, it became evident that there is a shortage of teachers who have specialization in Special Education: Barriers to Learning. In- service teacher training and special education element should be included in all courses of initial teacher training. Ongoing professional development of teachers on inclusive education issues is also crucial. Teachers need to be provided with necessary skills to identify developmental delays and barriers to learning early. This study highlighted the importance of the establishment of the functional support structures, Institutional Level Support Team and District Based Support Team so that inclusive education is effectively managed in the education system. Provision of skills that will assist teachers to provide relevant support to learners who experience barriers to learning, lies on the existence of the support structures. The findings also revealed that schools or any other stakeholder cannot address barriers to learning in isolation. Linkages with Tertiary Institutions, Department of Health, Department of Social Development, Non-Governmental Organizations, parents/ caregivers and teacher unions need to be prioritized, in order to ensure that diverse needs of learners are met and barriers to learning and development are addressed. The positive response from the National Department of Education to the international initiatives for promoting single inclusive education system that is responsive to the diverse needs of all learners, resulted to the release of the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System in 2001. The need to close the gap between theory outlined in all the policies and guidelines that promote inclusive education and practice becomes evident in this study. The management of inclusive education in schools, therefore requires the School Management Team to facilitate, amongst other things, human resource development and establishment of the Institutional Level Support Team.

The Influence of Recreational Resources on Retention of Pupils with Disabilities in Mainstreamed Primary Schools in Bomet County, Kenya.

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Daniel Kipkirui Ngeno; Prof Frederick B. J. A. Ngala; Prof Henry K. Kiplangat
Keyword(s):  
Assistive Technology ◽  
Primary Schools ◽  
Target Population ◽  
Sampling Procedure ◽  
Instructional Resources ◽  
Correlational Research ◽  
Multi Stage ◽  
Physical Resources ◽  
Trained Teachers ◽  
Recreational Resources

The objective of the study was to determine the influence of recreational resources on retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. This study is embedded in the Systems Theory (Bertalanffy, 1968). It adopted a correlational research design. The target population was 840 teachers. Yamane table (1967) was used to get a sample size of 278 teachers. The multi-stage sampling procedure was applied.  Data was collected, coded and analysed. The findings of the study revealed that physical resources and instructional resources significantly influence retention of pupils with disabilities (β=0.192 and β =0.421, respectively). Similarly, provision of adequate trained teachers and recreational resources were seen to influence the retention of pupils significantly with disabilities in mainstreamed Primary Schools (β =0.253 and β =0.250, respectively). The study concludes that recreational resources significantly influence retention of pupils with disabilities in mainstreamed Primary Schools. Many schools did not provide recreational resources for PWDs. Play-toys for PWDs were not available. Besides, assistive technology, for example, amplified talking Braille for pupils with disabilities (PWDs) were also not available. The lack of recreational resource for learners with disabilities could affect retention of their in mainstreamed schools. The study recommends provision of recreational resources such as in-door and outdoor equipment, play kits and field markers.

scholarly journals Teachers competencies in evaluation of competency based curriculum among special needs learners in Kenya

2021 ◽  
Vol 19 (2) ◽  
pp. 135-145
Author(s):  
Nelly C. Andiema
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Research Result ◽  
Simple Random Sampling ◽  
Target Population ◽  
Assessment And Evaluation ◽  
Teacher Understanding ◽  
Adequate Understanding ◽  
Competency Based ◽  
Quantitative And Qualitative Methods

Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools located in the sub county with special needs teachers of the targeted primary schools forming the target population. A sample size of 69 special needs teachers was selected as the sample for the study selected through simple random sampling method. To collect data, questionnaire was used. The analysis of data was done using quantitative and qualitative methods. Research result showed that majority of special needs teachers were not adequately prepared to undertake evaluation and assessment of children with special needs in line with the new curriculum. The lack of adequate understanding and application of formative assessment methods by special needs teachers denied the special needs learners opportunity to acquired competencies and skills as per CBC curriculum. The paper therefore recommends that special needs teachers like other teachers need to be regularly provided with adequate training on different methods of assessment of special needs learners in their classroom. This will ensure that the goals of inclusion are attained hence contributing to special needs learners education growth and development.

scholarly journals Teachers’ Attitude Towards the Inclusion of Students With Disabilities in the Regular Classroom: The Case of Selected Primary Schools in South Gondar Administrative Towns-Ethiopia

2019 ◽  
Vol 7 (12) ◽  
pp. 66
Author(s):  
Getachew Walelign Asres
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Primary Schools ◽  
Scale Up ◽  
Data Gathering ◽  
Attitude Scale ◽  
Ministry Of Education ◽  
College And University ◽  
Special Needs Education ◽  
University Training

The participants of this study were general primary school teachers. The data gathering instrument were questionnaire. Quantitative data analysis method were employed to compute the data obtained through questionnaire. The result showed that the general actual mean score of teachers’ attitude scale is fairly greater than the cut point mean score. Due to this reason, teachers had fairly positive attitude to the inclusion of students with disabilities in to the mainstream classroom. It is recommended that the ministry of education should include special needs education courses to the college and university training program so that all the would be graduate teachers would get an opportunity to scale up their knowledge and skills about special needs education.

scholarly journals Strategies Used by Teachers in Readiness for Mainstreaming of Learners with Special Needs in Public Primary Schools in Masaba South Sub County. A Case Study of Kisii County, Kenya

2021 ◽  
pp. 55-66
Author(s):  
Jeremiah M. Moruri ◽  
Naftali K. Rop ◽  
Ruth J. Choge
Keyword(s):  
Special Needs ◽  
School Environment ◽  
Primary Schools ◽  
Simple Random Sampling ◽  
Social Model ◽  
Social Model Of Disability ◽  
Disability Theory ◽  
Special Needs Education ◽  
The Social ◽  
The Government

Mainstreaming is a concept and practice of educating learners with challenges in regular education settings. Mainstreaming advocates for education of all categories of learners without discriminating the specific group of individuals with disabilities. The study sought to assess strategies used by teachers in readiness for mainstreaming of learners with special needs in public primary schools in Masaba South Sub County, Kisii County, Kenya. The study was underpinned by the Social Model of Disability theory. Simple random sampling was used to select a sample of 234 teachers while purposive sampling was used to select the 25 headteachers from the schools which were used in the study. Questionnaires were employed for data collection. A pilot study was carried out in one of the schools within the study area. The study adopted survey research design to investigate the study variables. Both qualitative and quantitative approaches were used in analyzing data. The findings of the study found out that teachers’ attitude, professional development and experience influence mainstreaming. The study also observed that for mainstreaming to be achieved, the curriculum needs to be structured, teachers should be trained in special needs education, and the school environment should meet the needs of learners with special needs. It is recommendable that the government and all education stakeholders should jointly enhance expansion of facilities in the already established schools. This will encourage all teachers, trained or not to be ready to handle all categories of learners in the mainstream settings in Masaba South Sub County.

scholarly journals An Investigation of Issues and Problems of Education System at Primary Level in District Toba Tek Singh

2021 ◽  
Vol 2 (2) ◽  
pp. 47-51
Author(s):  
Ghulam Abbas ◽  
Noor Muhammad
Keyword(s):  
Primary Schools ◽  
School Administrators ◽  
Group Discussion ◽  
Target Population ◽  
School Level ◽  
Validity And Reliability ◽  
Primary Schooling ◽  
Teacher Student ◽  
Trained Teachers ◽  
Core Issues

Primary schooling is the basic framework and first pillar of a child's future. Therefore, a study was planned to identify the core issues and difficulties related to education systems at the primary school level in district Toba Tek Singh. All the administration, staff, teachers, parents, and students were the study's target population. A mix methods research tools (interview and focus group discussion) were used to collect the data. The 20 public primary schools were selected and made a sample of 140 respondents through random technique. The interview was pretested on a small group of school administrators, students, and teachers from non-selected schools having similar subjects to evaluate the validity and reliability of the tool. The collected data were analyzed using SPSS (Statistical Package for Social Sciences) in the form of mean, standard deviation, and percentage. The result showed that 69.3% of respondents belong to the 15-32 years age category, and the vast majority of participants stated that the literacy rate is not increasing as the population is due to poverty. The study recommended the policymakers that primary education is a basic pillar and should be better quality, well-trained teachers, proper funds provision, teacher-student ratio, and merit-based recruitment.

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

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