CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS

Michael Subbey, N. Muhammed, Mark Gyapong
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Abstract

Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis. Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data. Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres. Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.
库马西大都市幼儿园教师在管理智障儿童评估工具时面临的挑战
目的:本研究的目的是探讨库马西大都市幼儿园教师在对智障儿童使用评估工具时所面临的挑战。方法:关于方法,采用描述性调查设计,使用来自库马西地铁22所公立包容性学校的120名幼儿教师作为样本。采用目的性抽样方法对全部22所公立全纳学校进行抽样,采用便利抽样方法对实际调查对象进行抽样。采用问卷调查的方式收集研究数据。采用均值(M)和标准差(SD)作为统计工具对数据进行分析。研究结果:研究结果显示,库马西大都市的大多数公立幼儿园教师承认,他们没有足够的信心对包容性公立学校的智障儿童进行真实的评估,如作品集、学习日志、日志、项目图形组织者、概念图和标题(M=3.84, SD= 3.84)。575, KS=.620),原因是专业指导不足。因此,有人建议教师应具备技能和士气,以便对智力残疾的学习者进行真正的评估。该研究将为加纳教育服务中心(GES)的包容性公立和私立幼儿园教师、校长/女教师、教师教育部门(TED)、幼儿保育和发展部门(ECCDD)和特殊教育部门(SED)、教育大学(UEW)和海岸角大学教育研究所(IoE)提供重要参考资料。(UCC)和其他私立教育机构对教师进行培训,使他们能够充分了解幼儿中心的评估实践实际涉及的内容,从而努力改进测试管理。对理论、实践和政策的独特贡献:此外,这项研究将有助于改进测试做法,特别是在包容性幼儿中心对智力残疾儿童进行的教师测试的编制、管理和评分方面。列夫·维果茨基(Lev Vygotsky)的建构主义学习理论被用于本研究,该理论认为,当儿童被允许在经历事物并反思这些经历的基础上构建个人理解时,他们的学习效果最好。
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