Challenges Encountered by Teachers in Identifying Learners with Learning Barriers: Toward Inclusive Education

Abongdia, Jane-Francis Afungmeyu; Foncha, John Wankah; Dakada, Alinda

doi:10.1080/09751122.2015.11890271

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…They include teacher training in their area of specialization and management of specific special needs cases. These findings are in line those of Abongdia, Foncha, and Dakada (2015) in East London District in South Africa the found out that lack of effective training of the teachers, teachers' approach to identification of children with disability and overcrowded classrooms were key challenges that teachers encountered in managing children with disabilities in schools.…”

Section: Discussionsupporting

confidence: 76%

Teachers Challenges and Coping Mechanisms in Educating Learners with Disabilities among Some Selected Special Needs Units in Mombasa County, Kenya

Macmbinji¹,

Anika²

2018

WJER

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Section: Discussionsupporting

confidence: 76%

Teachers Challenges and Coping Mechanisms in Educating Learners with Disabilities among Some Selected Special Needs Units in Mombasa County, Kenya

Macmbinji¹,

Anika²

2018

WJER

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“…The effectiveness of training for teachers in inclusive schools is also a problem that is still being faced by teachers. The training provided is not only a formality as evidence without looking at the effectiveness and improvements produced after the training is given [14].…”

Section: Resultsmentioning

confidence: 99%

Problems of Teachers in Inclusive Class Learning in Public Elementary School Bengkala Buleleng

Wisudariani¹,

Adnyani²,

Sriasih³

et al. 2022

Proceedings of the 2nd International Conference on Languages and Arts Across Cultures (ICLAAC 2022)

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This study aims to analyze the teacher's problems in implementing inclusive classroom learning for the deaf-speech at a public elementary school in Bengkala Buleleng. This study used a descriptive qualitative research design. The subjects in this study were teachers and third-grade SD Negeri 2 Bengkala. The data collection method used was the observation method and the interview method. The data analysis technique in this study used descriptive qualitative. The results of this study indicate that the problems in teaching in inclusive classes are limited of special assistant teacher in schools, lack of honorarium for special assistant teacher, difficulty in aligning the standard of regular school services, and variations in the learning needs of children with special needs, numeracy and literacy abilities of children with special needs in the classroom are still low, and limited learning media. These findings indicate that all problems in the inclusive class can be handled well by competent special assistant teachers even though they do not have the relevant diploma.

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“…In these studies, it was found that teachers do not consider themselves professionally adequate for inclusive education (Babaoğlan & Yılmaz, 2010, Block & Obrusnikova, 2007Cassady, 2011;Shady, Luther & Richman, 2013), and the courses taken for special education during undergraduate education are inadequate (Gökdere, 2012;Gözün & Yıkmış, 2004). In addition to this, it was also detected that support services for inclusive education are inadequate (Çankaya & Korkmaz, 2012;Demir & Açar, 2011;Fuchs, 2010;Gökdere, 2012;Sadioğlu, Batu & Bilgin, 2012) and the required collaborations cannot be achieved (Abongdia, Foncha & Dakada, 2015;Adams, Harris & Jones, 2016;Demir & Açar, 2011;Fuchs, 2010;Slobodzian, 2009;Taylor, Smiley & Richards, 2009;Lee & Low, 2013). Moreover, crowded classes (Abongdia, Foncha & Dakada, 2015;Akalın, 2015;Çankaya & Korkmaz, 2012;Demir & Açar, 2011;Demirezen & Akhan, 2016;Hui, 2015) and insufficient physical infrastructure of schools (Bruwer, Hartell & Steyn, 2014;Haug, 2017) were determined to affect inclusive education negatively.…”

Section: Discussion Regarding the Second Sub-problemmentioning

confidence: 99%

“…In addition to this, it was also detected that support services for inclusive education are inadequate (Çankaya & Korkmaz, 2012;Demir & Açar, 2011;Fuchs, 2010;Gökdere, 2012;Sadioğlu, Batu & Bilgin, 2012) and the required collaborations cannot be achieved (Abongdia, Foncha & Dakada, 2015;Adams, Harris & Jones, 2016;Demir & Açar, 2011;Fuchs, 2010;Slobodzian, 2009;Taylor, Smiley & Richards, 2009;Lee & Low, 2013). Moreover, crowded classes (Abongdia, Foncha & Dakada, 2015;Akalın, 2015;Çankaya & Korkmaz, 2012;Demir & Açar, 2011;Demirezen & Akhan, 2016;Hui, 2015) and insufficient physical infrastructure of schools (Bruwer, Hartell & Steyn, 2014;Haug, 2017) were determined to affect inclusive education negatively. It can be said that the results of our research are similar to those of the studies in the literature, and not only the risks and threats to inclusive education but the problems that negatively affect the quality of inclusive education persist.…”

Section: Discussion Regarding the Second Sub-problemmentioning

confidence: 99%

Teachers' Opinions towards Inclusive Education Interventions in Turkey

Aktan¹

2021

INT J INSTRUCTION

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The purpose of this research is to determine the opinions of teachers for inclusive education interventions in Turkey. In the research, a holistic single case study pattern, which is one of the qualitative research methods, was employed. The study group of the research consists of twentyeight teachers selected according to the maximum variation sampling method in the 2018-2019 academic year. In the research, teacher opinions were collected through a semi-structured interview form, whose validity and reliability were tested with a pilot study, created by the researcher and content analysis method was utilized to analyze the data. According to the research findings, most of the teachers have negative views on inclusive education due to the current conditions. In inclusive education, it was been discovered that there are problems such as professional deficiencies of teachers, insufficient support services, insufficient cooperation among partners, crowded classes, unqualified schools in terms of physical infrastructure, lack of expert support and leaving all responsibility to teachers during interventions. It was determined that the desired efficiency could not be obtained from inclusive education interventions due to the existing problems. Therefore, it was stated in this research that in order to ensure the quality of inclusive education interventions, it is necessary to include awareness-raising studies, strengthen physical infrastructure and human resources, and enable cooperation mechanisms. Based on the findings of the research, improving professional competencies of teachers, strengthening human resources in special education services, increasing the number of staff, enriching the content of special education courses in undergraduate programs and preparing the infrastructure of schools for inclusive education interventions was proposed.

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Challenges Encountered by Teachers in Identifying Learners with Learning Barriers: Toward Inclusive Education

Cited by 8 publications

References 2 publications

Teachers Challenges and Coping Mechanisms in Educating Learners with Disabilities among Some Selected Special Needs Units in Mombasa County, Kenya

Teachers Challenges and Coping Mechanisms in Educating Learners with Disabilities among Some Selected Special Needs Units in Mombasa County, Kenya

Problems of Teachers in Inclusive Class Learning in Public Elementary School Bengkala Buleleng

Teachers' Opinions towards Inclusive Education Interventions in Turkey

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