In-Service Primary School Teachers’ Knowledge of Inclusive Pedagogy in Ethiopia

Yıl 2020, Cilt: 8 Sayı: 1, 17 - 30, 18.08.2020

Bitew Atnaf Alemayehu

Öz

This study focuses on investigation of the general education primary schools in-service teachers’ level of knowledge of inclusive pedagogy (IP) and factors that affect this variable. To achieve the above objectives, the researcher used embedded concurrent mixed methods research design: cross-sectional survey and case study methods. Moreover, knowledge of IP questionnaire (KIPQ), document analysis and interview guides were used to collect the data. To collect the quantitative data, 146 participants were selected through stratified simple random sampling from four purposely selected primary schools which were found in South Wollo Zone, Ethiopia. Additionally eight teachers and two principals were selected purposely from these schools for in-depth interview. The data were also collected from a module used in training of in-service teachers for inclusive education. The result of the study indicated that the study participants had marginal level of knowledge of IP (M = 2.44, SD= 0.85). This result mainly attributed to the participants’ inadequate training on knowledge of IP and lack of teaching materials and facilities that foster the development of the IP. The study result implies that these teachers could not meet diverse students’ needs because of their lack of knowledge IP. Finally, implications for in-service teachers’ training for quality IP are discussed based on the findings of the study.

Anahtar Kelimeler

inclusive pedagogy knowledge, in-service teachers, primary school

Kaynakça

• Ahsan,M.T. and Sharma,U. (2013,February). Impact of teacher education course on pre-service teacher preparation for inclusive education. International Conference on Inclusive Education ACIE, Dhaka, Bangladesh.
• Ahsan,M.T., Sharma ,U. and Deppeler J.M.(2012). Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads. Asia Pacific Journal of Education, 32(2) 241-25.doi 10.1080/02188791.2012.655372.
• Author (2010).Education sector development program (ESDPIV: Program action plan. Addis Ababa, Federal Ministry of Education.
• Author (2012a). Special needs/inclusive education strategy.The Federal Democratic, Republic of Ethiopia, Federal Ministry of Education, Addis Ababa.
• Author (2013). Promoting inclusive education-curriculum (Advocacy Guide 3). Bankok: Tiland.
• Awang-Hashim, R. Kaurm , A. and Nena N.P. (2019). Strategizing inclusivity in teaching diverse learners in higher education. Malaysian Journal of Learning and Instruction: 16 (1) ,105-128.
• Braun, V and Clarke, V. (2006).Using thematic analysis in psychology.Qualitative Research in Psychology, 3, 77-101.
• Catholic Relief Service Vietnam (2010).Preparing teachers for inclusive education by CRS Vietnam: How-to guide series, Vietnam guide for teacher training direction.
• Chopra, R. (2008,September). Factors influencing elementary school teachers’ attitude towards inclusive education. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, and Edinburgh. Retrieved from http://www. leeds.ac.uk/educol/documents/174842.pdf.
• Cohen, D. K., & Hill, H. C. (2001). Learning policy. New Haven, CT: Yale University Press
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
• Creswell, J.w. and Plano-Clark, L.V.(2007). Designing and conducting mixed method research. London: SAGE Publications, Thousand Oaks.
• Dapudong, R.C. (2014). Teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. International Journal of Learning and Development, 4 (4). doi:10.5296/ijld.v4i4.6116.
• Das, A. K., Gichuru, M., & Singh, A. (2013). Implementing inclusive education in Delhi, India: Regular school teachers’ preferences for professional development delivery modes.Professional Development in Education, 39(5), 698-711
• Florian, L (2015)/ Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?, Scottish Educational Review 47(1), 5-14.
• Florian, L. (2010). The concept of inclusive pedagogy. In G. Hallett and F. Hallett, (eds.). Transforming the role of the SENCO. Buckingham: Open University Press, pp. 61- 72.
• Floriana, L. and Kristine Black-Hawkins , K . Exploring inclusive pedagogy .British Educational Research Journal. 37(5), 813–828
• Gaad, E. and Khan, L.( 2007). Mainstream teachers attitudes towards inclusion of students with special educational needs in the private sector: a perspective from Dubai. International Journal of Special Education, 22(2), 95-109.
• Gafoor, A.K.and Asaraf. P.M. (2009, March) Inclusive education: Does the regular teacher education program make difference in knowledge and attitude? Paper presented at International Conference on ‘Education, Research and Innovation for Inclusive Societies’ Dravidian University, Kuppam, Andhra Pradesh, India. Retrieved from http://www.eric.ed.gov/PDFS/ED507434.pdf.
• Gay,L.R.,Miller, G.E. and Airasian, P.(2009). Educational research: competencies for analysis and application (9th Ed.).New Jersy: Pearson, Inc, Upper Saddle River. Goree, K. (1996). Making the most out of inclusive setting. Gifted Child Today Magazine, 19, 22-23+.
• Hegarty, S. (1994) ‘Integration and the teacher’, in C.J.W.Meijer, S.J.Pijl and S.Hegarty (eds). New Perspectives in Special Education: A Six Country Study of Integration (pp.125–31), London: Routledge.
• Hockings C. (2010). Inclusive learning and teaching in higher education: a synthesis of research.Retrieved from www.heacademy.ac.uk/evidencenet
• Kessell,J., Wingenbach,G.J. and Lawver, D.(2009). Relationships between special education Confidence, knowledge, and selected demographics for agricultural education student teachers. Journal of Agricultural Education, 50(2), 52-63.
• Kirk, R.H. (1998). The link between university course work and pre-service teachers’ attitudes toward students with special learning needs.College Student Journal, 32, 153-160.
• Lewis, J. and Bagree, S.( 2013). Teachers for all: inclusive teaching for children with Disabilities. Retrieved from http://www.unicef.org/disabilities/files/DDC_teacher_education_ policy_ paper_- _FINAL_- _July_2013.docx. Loreman, T., Deppeler, J. and Harvey, D. (2005).Inclusive education: a practical guide to supporting diversity in the classroom. Routledge, Falmer,UK, Taylor and Francis Group.
• Mafa, O. and Makuba, E.(2012).Mainstreaming inclusion in teacher education in Zimbabwe. International Journal of Engineering and Science (IJES), 2(5)27-32. Maryland Coalition for Inclusive Education (2010).Inclusive education research and practice. Retrieved from http://www.mcie.org/usermedia/application/6/inclusion_works_final.pdf
• Mitchell, D. (2010). Education that fits: review of international trends in the education of students with special educational needs, final report.
• MoE (2006). Special needs education program strategy: Emphasizing inclusive education to meet the UPEC and EFA goals. Addis Ababa: Master Printing Press.
• Mousoli, M., Kokaridas, D., Angelopoulou-Sakadami, N. & Aristotelous, M.(2009). Knowledge and Attitudes towards Children with Special Needs by Physical Education Students. International Journal of Special Education, Vol, 24, No 3, pp. 85-89, 2009.
• Nektsia,W.(2011).Teacher education and inclusion in Ghana: pre-service teachers’ preparedness for creating an inclusive classroom. Unpublished masters’ thesis Thesis, University of Jyvskyla, Finland.
• New Brunswick Association for Community Living/Association (2007).Brief on systemic barriers to implementing inclusive education in New Brunswick.Retrieved from http://www.inclusiveeducation.ca/documents/Brief%20on%20Systemic%20 Barriers.pdf.
• Passmore, C. and Parchman,M.(2002).Guidelines for constructing a survey. Research Series, 34 (4), 281-286.
• Pottas, L.(2005). Inclusive education in South Africa: the challenges posed to the teacher of the child with a hearing loss. Unpublished doctoral dissertation, University of Pretoria, South Africa.
• Rehabilitation Council of India (2009).Pedagogy for inclusive education.Advanced Certificate Course in Inclusive Education (Cross Disability. Retrievedfromhttp://www.rehabcouncil.nic.in/writereaddata/Block2accie.pdf
• Simi,J,(2008). Teacher Educators and Pre-Service Teachers’ Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands. Unpublished Dissertation. University of Waikato, New Zealand
• The Roeher Institute (2004). Inclusive policy and practice in education: best practices for students with disabilities. Retrieved from http://www.inclusiveeducation.ca/documents/BEST-PRACTICES.pdf
• TirussewTeferra (2005). Disability in Ethiopia: Issues, insights and implications.Addis Ababa University Printing Press.
• Tomlinson, C. (2000b). Reconcilable differences? Standards-based teaching and Differentiation. Educationa Leadership, 58(1), 6-13.
• Tomlinson, C. A, Callahan,C.M., Moon,T.R., Tomchin,E.M.,… and Eiss, N. (1995). Pre-service teacher preparation in meeting the needs of gifted and other academically diverse students.Retrievedfromhttp://www.gifted.uconn.edu/nrcgt/reports/ rm95134/ rm95134.pdf
• UNESCO (2009).Defining an inclusive education agenda: reflections around the 48th session of the international conference on education.UNESCO: International Bureau of Education. Retrieved from http:// unesdoc.unesco.org/images/0018/001868/186807e.pdf.
• UNICEF(2014). Teachers, Inclusive, Child-Centred Teachin_ and Peda_o_y - Companion Technical Booklet Webinar 12’
• Wright, D.B. (2003). Common definitions: adaptations, accommodations and modifications. Diagnostic Centers, California Southern, Northern, Central. Retrieved from http://www.pent.ca.gov/acc/commondefinitions_accom-mod.pdf