Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Wilfridah Mucherah, Holmes W. Finch, K. Bota, Rachel N. Thomas
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引用次数: 0

Abstract

The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.
肯尼亚教师对全纳教育的态度和准备情况
全纳教学实践的有效性受到教师态度和准备意识的影响。本研究调查了教育工作者对全纳教育的态度和准备情况。研究对象是肯尼亚的 1052 名小学教育工作者。他们填写了有关全纳态度和全纳准备情况的调查问卷。结果表明,教育工作者对全纳的态度一般比较积极,但对自己是否准备好采用全纳教学法则感到有些矛盾。那些认为自己已做好参与全纳教育准备的教育工作者对全纳教育持更积极的态度。拥有特殊教育学位的教育工作者,也选修了更多的特殊教育课程,对全纳教育持更积极的态度,并认为他们已做好更充分的准备。然而,大多数人表示,对特殊教育的了解有限以及合作机会有限,是全纳实践的重大障碍。这些研究结果表明,肯尼亚的小学教育工作者需要并希望加强对教育工作者的全纳教育培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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