Maxwell P Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafa
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The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.</p><p><strong>Results: </strong>The results showed teachers' uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.</p><p><strong>Conclusion: </strong>The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.</p><p><strong>Contribution: </strong>Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912941/pdf/","citationCount":"0","resultStr":"{\"title\":\"Competence of teachers towards managing trauma among children with disabilities in Ghana.\",\"authors\":\"Maxwell P Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafa\",\"doi\":\"10.4102/ajod.v13i0.1282\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.</p><p><strong>Objectives: </strong>The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers' awareness of trauma management among students with disabilities studying in regular classrooms.</p><p><strong>Method: </strong>A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.</p><p><strong>Results: </strong>The results showed teachers' uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.</p><p><strong>Conclusion: </strong>The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.</p><p><strong>Contribution: </strong>Studies on trauma management within the discourse of implementation of inclusive education are scarce. 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Competence of teachers towards managing trauma among children with disabilities in Ghana.
Background: Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.
Objectives: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers' awareness of trauma management among students with disabilities studying in regular classrooms.
Method: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.
Results: The results showed teachers' uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.
Conclusion: The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.
Contribution: Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.
期刊介绍：
The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
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