尼日利亚拉各斯部分公立小学教师的融入策略和融入挑战

Joyce Ezidiugo Ogwazu, O. M. Ayannuga
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摘要

全纳教育符合全民教育(EFA)的目标。因此,本研究确定了尼日利亚拉各斯 Mushin 地方政府辖区(LGA)部分公立小学教师的融合策略以及全纳教育面临的挑战。本研究采用了描述性调查研究设计。在拉各斯地方政府辖区的 24 所公立小学中随机抽取了 240 名基础 1-6 年级的教师作为样本。每所学校随机抽取 10 名教师。在一份名为 "教师的融合策略和融合挑战"(TISACI)的 21 个项目的结构式问卷中,使用了三个研究问题来获取受访者的信息。幼儿教育和测量与评估专家对问卷进行了修改和验证。工具的可靠性系数为 0.798。收集到的数据采用描述性统计方法进行分析,如频率计数、百分比和平均值。研究发现,教师为整合学生而采取的策略包括:区别对待、使用积极的技术工具、给予个性化支持和协作努力等。此外,研究还概述了教师在全纳教育中面临的挑战,如必须面对学习需求各异的学 生、缺乏资源和支持、特殊教育知识贫乏等。研究还发现,全纳教育对学生的学业成绩有积极影响,因为它能营造积极的课堂氛围,提供个性化支持,鼓励同伴辅导等。因此,建议教师的专业培训应更加注重特殊教育的原则、分层教学的使用、评估策略的多样化等,以达到最佳的学习效果,从而兼顾有特殊需要的学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ Integration Strategies And Challenges On Inclusion In Selected Public Primary Schools In Lagos, Nigeria
Inclusion aligns with the goals of Education for All (EFA). Therefore, the study identified teachers’ integration strategies and challenges on inclusion in selected public primary schools in Mushin Local Government Area (LGA) of Lagos, Nigeria. Descriptive Survey Research Design was used for the study. 240 teachers in Basic 1-6 formed the sample size who were randomly selected across 24 public primary schools in the LGA. Ten teachers were randomly selected from each school. Three research questions in a 21-item structured questionnaire titled ‘Teachers’ Integration Strategies and Challenges on Inclusion’ (TISACI) was used to elicit information from respondents. The instrument was modified and validated by experts in Early Childhood and Measurement and Evaluation. The reliability instrument coefficient was at 0.798. Data collected were analyzed using descriptive statistics such as frequency count, percentages and mean. The study found out that that strategies teachers adopt to integrate pupils include differentiation, use of positive technology tools, giving individualized support and collaborative efforts among others. Also, the study outlined challenges teachers face in inclusion such as having to deal with diverse learners with diverse learning needs, lack of resources and support, poor knowledge in special education among others. The study also found that inclusion has positive impact on pupils’ academic performance as it fosters positive classroom climate, provides individualized support and encourages peer tutoring among others. It was therefore recommended that teachers’ professional training should focus more on tenets of special education, use of differentiation, and diversification of assessment strategies for optimal learning outcome in order to accommodate special needs pupils among others.
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