The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya

Abstract

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 inservice teachers (matched N = 123) before and after they had participated in a comprehensive intervention programme, delivered in the field by [name of organisation removed for review]. 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.

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

“…In these countries, the national educational systems adopted are limited in addition to special and inclusion services that are much undeveloped. International statistics show that a low percentage of the children with special needs in the attendant countries obtain any form of basic education (Carew et al, 2019). According to Kniel and Kniel (2008), pupils and students with disabilities do not spend many years achieving basic education in a formal setting or are not even opportune to have the limited years of basic education in the light of the restricted opportunities in the country.…”

Inequality, information technology and inclusive education in sub-Saharan Africa

“…Other studies in this strand on disabilities include: the involvement of students with disabilities in South African institutions of higher learning (Mutanga, 2018) and the effect of inclusive intervention on teacher's readiness to impart knowledge to children that are affected by physical impairments (Carew, Deluca, Groce& Kett, 2019). Majoko (2018) has been concerned with how inclusive and special teaching is effective in early education whereas Tlale and Romm (2018) have focused as systematic thinking and practices that enhance inclusive education.…”

Peran Guru Dalam Menghadapi Bully Terhadap Anak Gagap Dari Teman Sebaya

“…Selain itu, narasumber empat (N4) mengungkapkan bahwa guru perlu menjadi teladan yang baik di sekolah sebab anak usia dini cenderung meniru apa yang dilakukan oleh orang-orang disekitarnya. Keteladan guru menjadi role model anak dalam berperilaku keseharian (Carew, Deluca, Groce, & Kett, 2019;Mónico et al, 2018;Sucuoǧlu et al, 2013).…”