Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

Mngo, Zachary; Mngo, Agnes Y.

doi:10.1155/2018/3524879

Cited by 48 publications

(61 citation statements)

References 23 publications

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“…Meenakshi (2013) identifies ICT as diverse technological tools and resources used to create, manage, store and disseminate information. ICT enables today's teachers to make subject content accessible to learners by using multiple means of communication, including digital media (Mngo and Mngo, 2018). Using ICT, teachers integrate cross-disciplinary skills (e.g.,critical thinking, problem-solving, creativity, communication) to help learners use knowledge to propose solutions, forge new understandings, solve problems, and imagine possibilities (Council of Chief State School Officers (CCSSO), 2011).…”

Section: Importance Of Integrating Ict In Educationmentioning

confidence: 99%

Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe

Matorevhu¹

2019

Int.J.Trends.Math.Edu.Research

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Communication and Information Science (CIS) can be effectively applied in a STEM environment if ICT is accessible to people including those who are visually impaired (VI). This is premised on that Information and Communication Technology (ICT) has invaded every part of society, from home, industry and social life, as the world moves rapidly into digital media. One way of ensuring the effective inclusion of VI people in communication and Information Science is to have an education system from preschool, secondary through to tertiary which has inclusive ICT education. Apart from engendering CIS, ICT promotes/enhances student-centered learning consistent with STEM objectives. Through Zimbabwe’s education system, the visually impaired (VI) people like anybody else, need to understand and apply ICT as a tool to aid their learning, professional development, and a means of socializing. What is questionable is whether the education system of Zimbabwe from preschool, prepares VI people to be effective users of ICT as STEM objectives suggest. In order to gain insight, curricula documents for a selected teachers’ college T and Ministry of Primary and Secondary Education curriculum documents were analyzed. Also, data was generated through interviews and focus group discussion with VI pre-service teachers at teachers’ college T. The interviews and focus group discussions aimed to generate data through VI pre-service teachers’ reflections on their primary and secondary school days, juxtaposed with their current experience during teacher training with respect to inclusivity on use of ICT as a tool for teaching and learning, aiding personal learning and social life interactions. All the 10 VI pre-service teachers involved in the study concurred that if ICT learning and application begins as early as primary level, one is bound to develop high competence and confidence in ICT use. However, a very supportive environment, morally and materially, was seen as crucial in developing high competence and confidence levels of VI persons in using ICT for learning and in social life.

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Section: Importance Of Integrating Ict In Educationmentioning

confidence: 99%

Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe

Matorevhu¹

2019

Int.J.Trends.Math.Edu.Research

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“…Berdasarkan hasil pencarian, didapatkan 18 artikel yang membahas mengenai sikap guru terhadap pendidikan inklusif (termasuk anak penyandang disabilitas). Partisipan yang terlibat dalam artikel penelitian yang dianalisis yaitu mencakup calon guru (pre-service teacher) (Liang & Gao, 2016;Hoskin, et.al., 2015;Rakap, et.al., 2016) dan guru (in-service teacher) (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018;Kurniawati, et.al 2012) pada pendidikan umum (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018) dan pendidikan khusus (Parchomiuk, 2015;Paal, et.al., 2015;Desombre, et.al., 2018).…”

Section: Karakteristik Partisipanmentioning

confidence: 99%

“…(2016) menggunakan focus group discussion dan wawancara sebagai teknik pengambilan data. Sedangkan pada penelitian kuantitatif, digunakan metode survei dengan berbagai jenis skala pengukuran sikap terhadap pendidikan inklusif untuk anak penyandang disabilitas, seperti Sękowski's Attitudes towards Individuals with a Disability Scale (Parchomiuk, 2015), Teacher Attitudes Toward Inclusion Scale (TATIS) (Cwirynkalo, et.al., 2017;Saloviita & Schaffus, 2016;Hoskin, et.al., 2015), Attitudes towards Inclusion Scale (AIS) (Sharma, et.al., 2018), The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) (Dias & Cadime, 2016;Butakor, et.al., 2018), Opinion Relative to Integration of Student with Disabilities (ORI) (Alasim & Paul, 2018), Teacher's Perception of Measures Offered by Adapted and Psychosocial Services scale (St-Onge & Lemyre, 2018;Rakap, et.al., 2016;Mngo & Mngo, 2018), dan skala sikap guru terhadap pendidikan inklusif lainnya yang dikembangkan oleh para peneliti.…”

Section: Metodeunclassified

“…Pada negara dengan kategori HDI sedang, ditemukan dua negara, yaitu Afrika Selatan dan Indonesia, yang memiliki sikap guru positif terhadap pendidikan inklusif (Donohue & Bomman, 2015;Kurniawati, et.al., 2012). Masih pada kategori yang sama, ditemukan dua negara dengan sikap guru sebagian positif dan sebagian negatif terhadap pendidikan inklusif, yaitu Kamerun dan Ghana (Mngo & Mngo, 2018;Butakor, et.al., 2018).…”

Section: Sikap Guru DI Negara-negara Berdasarkan Kategori Hdiunclassified

“…Faktor-faktor yang mempengaruhi sikap positif guru terhadap pendidikan inklusif pada negara dengan kategori HDI sedang, yaitu pengalaman dalam menangani anak penyandang disabilitas, pendidikan yang tinggi, dan pengetahuan yang cukup mengenai anak penyandang disabilitas (Donohue & Bomman, 2015;Mngo & Mngo, 2018). Selain itu guru yang memiliki pengalaman mengajar dan pelatihan berkaitan dengan pendidikan inklusif menunjukkan sikap yang positif terhadap pendidikan inklusif (Kurniawati, et.…”

Section: Faktor Yang Mempengaruhi Sikap Guruunclassified

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Riviu sistematis sikap guru terhadap pendidikan inklusif

Kurniawati

Prihandini

2019

An-Nafs

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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

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Perspectives on Reconceptualizing and Recontextualizing Schools’ Inclusive Culture for Students with Disabilities During the COVID-19 Pandemic

Efthymiou

2022

Inclusive Learning and Educational Equity

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Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

Cited by 48 publications

References 23 publications

Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe

Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe

Riviu sistematis sikap guru terhadap pendidikan inklusif

Perspectives on Reconceptualizing and Recontextualizing Schools’ Inclusive Culture for Students with Disabilities During the COVID-19 Pandemic

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