Challenges Faced by Pupils with Disabilities in Accessing Primary Education in two Selected Inclusive Education Piloting Schools in Livingstone District

Zemba, Benson; Chipindi, Ferdinand Mwaka

doi:10.51244/ijrsi.2020.71205

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…The competencies of SETs play a critical role in ensuring that learners receive quality teaching (Fauth et al, 2019), regardless of the type and nature of their disability (Allam and Martin, 2021). In African countries, where large inequalities exist, teachers face many challenges: a lack of teacher training, expertise and teaching materials, large class sizes, constraints on teacher time, and a lack of support (Chitiyo, 2006;Zemba and Chipindi, 2020). These contextual factors affect the work engagement (Murangi and Bailey, 2022) and retention of teachers (Billingsley, 2004;Thornton et al, 2007;Vittek, 2015).…”

Section: Introductionmentioning

confidence: 99%

Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave

2022

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This study aimed to investigate the job demands-resources profiles and work capabilities of special education teachers in Namibia and their effect on work engagement and intention to leave. A convenience sample was taken of teachers from seven different regions across Namibia (N = 200). The Capability Set for Work Questionnaire, the Job Demands-Resources Questionnaire, the Work Engagement Questionnaire, and the Intention to Leave Questionnaire were administered. Using latent profile analysis, four job demands-resources profiles were identified: resourceful job, demanding job, poor job, and rich job. A poor job was negatively associated with the capability to use knowledge and skills, while resourceful and rich jobs were associated with developing new knowledge and skills, being involved in important decisions, building and maintaining relationships, and setting own goals. Job experience was negatively associated with five of the seven capabilities. Resourceful and rich jobs and the capability set predicted a large percentage of the variance in work engagement and a moderate percentage of the variance in intention to leave. High emotional demands, coupled with overload and a lack of resources interfere with teachers’ functioning (e.g., work engagement and intention to leave).

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Section: Introductionmentioning

confidence: 99%

Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave

2022

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“…Zemba & Chipindi [38] research in the Livingstone area of Southern Province's Southern Province set out to investigate the barriers that students with special needs encounter while trying to enroll in one of two inclusive education piloting primary schools. The researchers used a qualitative descriptive case study methodology.…”

Section: Previous Studiesmentioning

confidence: 99%

Difficulties and obstacles in integrating students with disabilities in Jordanian schools

Katanani,

Sakarneh,

Alrahamneh

et al. 2023

P Sci Edu

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Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.

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“…Özel eğitim öğretmenleri gereksinim türü ve niteliği ne olursa olsun, öğrencilerin kaliteli öğretim almalarını sağlamada kritik bir rol oynamaktadır (Allam & Martin, 2021;Fauth vd., 2019). Ancak öğretmenlik eğitimi, öğretim materyallerinin eksikliği, kalabalık sınıflar, öğretme zamanındaki kısıtlamalar ve destek eksikliği (Chitiyo, 2006;Zemba & Chipindi, 2020) özel eğitim öğretmenlerin vereceği eğitimin niteliğini etkilemektedir. Bu faktörler aynı zamanda öğretmenlerin işe bağlılığına (Murangi & Bailey, 2022) ve işte kalmalarına da olumsuz olarak etki etmektedir (Billingsley, 2004a;Thornton vd., 2007;Vittek, 2015).…”

Section: Introductionunclassified

Özel Eğitim Öğretmenlerinin Örgütsel Bağlılık ve İşten Ayrılma Niyetlerinin Sosyodemografik Değişkenlere Göre İncelenmesi

Tümkaya

2024

Bayburt Eğitim Fakültesi Dergisi

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Araştırmada özel eğitim öğretmenlerinin sosyodemografik değişkenler ile örgütsel bağlılıkları ve işten ayrılma niyeti arasındaki ilişkinin incelenmesi amaçlanmıştır. Değişkenler arasındaki ilişkinin belirlenmesi için ilişkisel tarama modeli kullanılmıştır. Araştırmanın katılımcılarını Türkiye’nin farklı illerinde çalışan 224 özel eğitim öğretmeni oluşturmuştur. Araştırma sonuçları öğretmenlerin duygusal bağlılık düzeylerinin yüksek, devam ve normatif bağlılık düzeylerinin orta, işten ayrılma niyetlerinin ise düşük olduğunu göstermiştir. Öğretmenlerin örgütsel bağlılıklarının; cinsiyet, medeni durum, hizmet süresi ve görev yaptığı kurum değişkenlerine göre farklılaşmadığı, buna karşın duygusal bağlılığın mezun olunan bölüm ve öğrenci sayısı, devam bağlılığının yaş, normatif bağlılığın ise öğrenci sayısı değişkenlerine göre farklılaştığı anlaşılmıştır. Özel eğitim öğretmenlerinin işten ayrılma niyetleri; medeni durum, mezun olunan bölüm, hizmet süresi, görev yaptığı kurum ve öğrenci sayısı değişkenleri açısından farklılık gösterirken, cinsiyet ve yaş değişkenine göre anlamlı bir farklılık göstermemiştir. İşten ayrılma niyeti ile örgütsel bağlılığın duygusal bağlılık ve devam bağlılığı alt boyutları arasında negatif yönde orta düzeyde bir ilişki saptanmıştır. Duygusal ve devam bağlılığının işten ayrılma niyetini anlamlı bir şekilde yordadığı belirlenmiştir.

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Challenges Faced by Pupils with Disabilities in Accessing Primary Education in two Selected Inclusive Education Piloting Schools in Livingstone District

Cited by 5 publications

References 18 publications

Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave

Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave

Difficulties and obstacles in integrating students with disabilities in Jordanian schools

Özel Eğitim Öğretmenlerinin Örgütsel Bağlılık ve İşten Ayrılma Niyetlerinin Sosyodemografik Değişkenlere Göre İncelenmesi

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