The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya
The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya
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DOI：
10.1080/13603116.2018.1430181
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发表时间：
2019-03-04
影响因子：
2.2
通讯作者：
Kett, Maria
中科院分区：
文献类型：
--
作者：
Carew, Mark T.;Deluca, Marcella;Kett, Maria
在低收入和中等收入国家中，很少有关于如何有效培养教师以教育残疾儿童的实证研究。本文报告了一项旨在提高教学自我效能感，改善包容性信念、态度和做法，并减少对肯尼亚湖区残疾儿童融入的担忧的干预措施的影响。对在职教师(配对的N=123人)在参加由伦纳德·柴郡残障人士提供的实地综合干预方案前后进行了纵向调查。结果表明，干预提高了教师的教学自我效能感，产生了对全纳教育更有利的认知和情感态度，减少了教师的担忧。然而，几乎没有证据表明这对包容性课堂实践的影响。在干预期间，教学自我效能感的增加也被发现可以预测随着时间的推移而产生的担忧。讨论的结果将对国际努力以及肯尼亚国内促进全纳教育的国家努力产生影响。
There has been little empirical study within low- and middle-income countries on how to effectively prepare teachers to educate children with disabilities. This paper reports on the impact of an intervention designed to increase teaching self-efficacy, improve inclusive beliefs, attitudes and practices, and reduce concerns around the inclusion of children with disabilities within the Lakes region of Kenya. A longitudinal survey was conducted with in-service teachers (matched N = 123) before and after they had participated in a comprehensive intervention programme, delivered in the field by Leonard Cheshire Disability. Results showed that the intervention increased teaching self-efficacy, produced more favourable cognitive and affective attitudes toward inclusive education, and reduced teacher concerns. However, there was little evidence regarding the impact on inclusive classroom practices. The increase in teaching self-efficacy over the intervention period was also found to predict concerns over time. Results are discussed in terms of implications for international efforts, as well as national efforts within Kenya to promote inclusive education.