Development and pilot evaluation of a teacher training to support children with developmental disorders in mainstream school settings in Ethiopia

制定和试点评估教师培训，以支持埃塞俄比亚主流学校环境中患有发育障碍的儿童

• 批准号: 2297139
• 金额: --
• 依托单位: King's College London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2297139
• 关键词: Development; pilot; evaluation; teacher; training

In Ethiopia there is a severe lack of services for children withdevelopmental disorders (DD), including autism spectrumdisorders (ASD) and intellectual disabilities (ID) (Tekola et al.,2016). Stigma surrounding DD is high (Tilahun et al., 2016).Critically, 47.1% of caregivers who took part in a structuredquestionnaire survey reported unmet needs in receivingprofessional support for their children with DD (Tilahun et al.,2016). An even higher proportion, 74.5% of caregivers,reported that their children's educational needs were unmet.This failure has been identified as the largest gap in serviceprovision for children with DD in Ethiopia (Tilahun et al.,2016). The most recent Ethiopian Education SectorDevelopment Programme (Federal Democratic Republic ofEthiopia Ministry of Education, 2015) found that primaryschool education was provided to only 4% of children withspecial needs. While the programme reported an aspirationto increase this proportion to 75% by 2020, it also identifiedfinancial barriers to the achievement of this goal (FederalDemocratic Republic of Ethiopia Ministry of Education, 2015).A total of 120 children are enrolled in two schools for childrenwith ASD in the capital city, Addis Ababa, and inclusive9 / 12education programmes are present in some mainstreamschools (Tekola et al., 2016). However, most children with DDremain unschooled, because of low capacity of theseprogrammes (Tekola et al., 2016), stigma and lack ofteachers' expertise and training in special needs education(Franck & Joshi, 2017). An increase in teachers' expertise inmainstream schools is particularly desirable, considering thatinclusive education, as opposed to segregated education,has internationally been recognised as a right for childrenwith DD (Lindsay, 2007) and is endorsed in Ethiopia by theMinistry of Education (Federal Democratic Republic ofEthiopia Ministry of Education, 2015). The founder of the JoyCentre, one of the two autism schools in Addis Ababa, hasalso identified a need for training teachers in mainstreamschools to provide inclusive education and started providingthis personally (Tekola et al., 2016), but the effects have notbeen formally assessed. A cost-effective, easily-deliveredmanualised teacher-training incorporating her experience, aswell as best inclusive education practice from theinternational literature, can contribute to improving andexpanding inclusive education for children with DD inEthiopia. Applying the task-sharing approach successfullyimplemented in several psychosocial interventions in GlobalMental Health (Patel et al., 2018) in which more specialistresponsibilities are transferred to less-specialised staff, asustainable inclusive education model will be developed,including supervision and refresher training.Research aimsThe main aim of my proposed research is to develop andevaluate a teacher training model of inclusive education tosupport mainstream primary-school children with DD inEthiopia. I intend to achieve this through three researchphases, each with an individual aim:A) A systematic review of the existing literature on inclusiveeducation interventions and teacher trainings to support tochildren with DD in high, low and middle income countries;B) A qualitative exploratory study to assess the mainchallenges faced by teachers and key stakeholders within theeducational system in meeting the needs of children with DDin school settings in Ethiopia and the possible ways toovercome them; educational needs identified by caregivershave previously been investigated (Tilahun et al., 2016)C) The co-development, piloting and evaluation of aninclusive education task-sharing intervention based on acost-effective and easily-delivered manualised training modelof mainstream primary-school teachers aimed to promoteeffective support to children with DD.

在埃塞俄比亚，严重缺乏针对发育障碍 (DD) 儿童的服务，包括自闭症谱系障碍 (ASD) 和智力障碍 (ID)（Tekola 等，2016）。围绕 DD 的耻辱感很高（Tilahun 等人，2016）。至关重要的是，参加结构化问卷调查的护理人员中有 47.1% 的人表示，他们的 DD 孩子在接受专业支持方面的需求未得到满足（Tilahun 等人，2016）。更高比例的照顾者（74.5%）表示，他们孩子的教育需求没有得到满足。这种失败被认为是埃塞俄比亚为 DD 儿童提供服务的最大差距（Tilahun 等，2016）。最近的埃塞俄比亚教育部门发展计划（埃塞俄比亚联邦民主共和国教育部，2015 年）发现，只有 4% 的有特殊需要的儿童获得了小学教育。虽然该计划希望到 2020 年将这一比例提高到 75%，但它也指出了实现这一目标的财务障碍（埃塞俄比亚联邦民主共和国教育部，2015 年）。首都亚的斯亚贝巴共有 120 名儿童就读于两所自闭症儿童学校，一些主流学校开展了包容性9 / 12 教育计划（Tekola 等） 等，2016）。然而，由于这些项目的能力低（Tekola 等人，2016 年）、耻辱以及缺乏教师在特殊需要教育方面的专业知识和培训（Franck & Joshi，2017 年），大多数患有 DD 的儿童仍未上学。考虑到包容性教育（相对于隔离教育）已在国际上被视为残疾儿童的一项权利（Lindsay，2007 年），并且在埃塞俄比亚得到了教育部的认可（埃塞俄比亚联邦民主共和国教育部，2015 年），因此主流学校教师专业知识的增加是特别可取的。亚的斯亚贝巴两所自闭症学校之一的 JoyCentre 的创始人也发现需要培训主流学校的教师以提供全纳教育，并开始亲自提供这一服务（Tekola 等，2016），但其效果尚未得到正式评估。结合她的经验以及国际文献中最佳全纳教育实践的成本效益高、易于实施的手动教师培训可以有助于改善和扩大埃塞俄比亚残疾儿童的全纳教育。应用在全球心理健康的一些心理社会干预措施中成功实施的任务共享方法（Patel等，2018），将更多的专业责任转移给不太专业的人员，将开发可持续的全纳教育模式，包括监督和进修培训。研究目的我提出的研究的主要目的是开发和评估全纳教育的教师培训模式，以支持主流 埃塞俄比亚患有 DD 的小学生。我打算通过三个研究阶段来实现这一目标，每个阶段都有一个单独的目标：A）系统回顾有关全纳教育干预措施和教师培训的现有文献，以支持高、低和中等收入国家的发育障碍儿童；B）一项定性探索性研究，以评估教育系统内教师和主要利益相关者在满足埃塞俄比亚学校环境中发育障碍儿童的需求方面面临的主要挑战以及可能的方法 克服它们；之前已经对看护者确定的教育需求进行了调查（Tilahun 等人，2016）C）基于主流小学教师的成本效益高且易于实施的手动培训模式，共同开发、试点和评估包容性教育任务分担干预措施，旨在促进对 DD 儿童的有效支持。