Provision of Inclusive Pedagogy; Support System in Effect among Public Primary Schools in Southern Ethiopia

Meskerem Abera Ayele
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Abstract

The purpose of this study is to investigate the support system in effect to enhance the effective implementation of inclusive education. The trends of on job teachers‟ training, provision of peculiar educational inputs needed to implement inclusive education are examined. The study involved a sample of 44 teachers and 11 principals from 11 schools selected from three zones namely Wolaita, Sidama and Hadiya of southern regional state of Ethiopia. Questionnaire, interview, observation and document analysis techniques were used to collect the necessary data. The research target schools were selected as they are labeled as schools of high number of recorded student with special needs in the region. 11 teachers who teach in special unit classes were purposefully selected to be interviewed while 33 teachers who are teaching in the so called inclusive classes were randomly selected to fill questionnaires. School principals, interview participants, were selected by availability sampling. The data collected by these instruments was analyzed both qualitatively and quantitatively. As the research is intended to describe the support system available to implement inclusive education, it is designed to be descriptive survey. Descriptive statistics such as frequency and percentage were used to analyze the data collected from the questioners and document analysis while the data from the interview and observation were analyzed qualitatively. The result of the study showed that teachers who teach in the so called “Inclusive classroom” do not get on job training throughout their teaching career life time while teachers of special unit classes received limited on job training but not enough to make them teach beyond “O” classes. Hence, teachers‟ and directors‟ perception towards offering inclusive education found to be distorted. It seems placing students with and without physical disabilities in a single classroom or teaching students with physical disabilities in separated classroom is perceived as the end of offering inclusive education among teachers and school principals. Overwhelming majority of the schools has no school structure responsible to special needs related issues. The schools strategic planning is not inclusive education oriented. The implementation of pedagogy is not supported by assistive technology to address the special learning needs of students with special needs. The overall limited support provided to the school dominantly comes from the neighboring special schools and the modalities of offering special needs education in schools is the replica of these nearby supporting special schools. As a result the kind of special unit classes arranged for students with physical disabilities are limited to special unit classes of deaf and blind students in Hadya and Wolaita zones respectively to replicate the deaf and blind supporting special schools in these zones. In Sidama zone, where there is no any special school special unit classes are not available in the studied schools. Finally, the following recommendations are made. The necessary support system that is important to offer inclusive education need to be primarily established by the government and the society rather than totally shouldered by nearby special schools. The support system need to include offering Successive on job training for teachers, and school principals, establishing school structure responsible to inclusive education related issues, delivery of assistive technology to offer special needs education . The modalities of offering special needs education in special unit classes need to be diversified. Inclusive classes should offer inclusive pedagogy beyond mixing students with and without physical disabilities to accommodate students with diverse learning needs.
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提供全纳教学法;埃塞俄比亚南部公立小学的有效支持系统
本研究的目的是探讨支持系统的有效性,以促进全纳教育的有效实施。考察了在职教师培训、提供实施全纳教育所需的特殊教育投入的趋势。该研究涉及来自埃塞俄比亚南部地区州Wolaita、Sidama和Hadiya三个地区的11所学校的44名教师和11名校长的样本。采用问卷调查法、访谈法、观察法和文献分析等方法收集必要的数据。之所以选择研究对象学校,是因为这些学校被认为是该地区有特殊需要的学生较多的学校。有针对性地选取11名特殊单元班教师进行访谈,随机选取33名包容性班教师进行问卷调查。访谈对象为学校校长,采用可得性抽样法。对这些仪器收集的数据进行了定性和定量分析。由于本研究旨在描述可用于实施全纳教育的支持系统,故设计为描述性调查。使用频率和百分比等描述性统计对提问者收集的数据进行分析和文献分析,而对访谈和观察的数据进行定性分析。研究结果表明,在所谓的“包容性课堂”教学的教师在整个教学生涯中都没有得到在职培训,而特殊单元班的教师得到的在职培训有限,但不足以使他们教授“O”级以外的课程。因此,教师和主管对提供全纳教育的看法被发现是扭曲的。教师和校长似乎认为,把有和没有身体残疾的学生放在一个教室里,或者把有身体残疾的学生放在分开的教室里,是提供全纳教育的结束。绝大多数学校没有负责特殊需要相关问题的学校结构。学校的战略规划不以全纳教育为导向。教学方法的实施没有得到辅助技术的支持,无法解决有特殊需要的学生的特殊学习需要。为学校提供的总体有限的支持主要来自邻近的特殊学校,学校提供特殊需要教育的模式是这些附近的支持特殊学校的复制品。因此,为身体残疾学生安排的特殊单元班仅限于Hadya区聋哑学生和Wolaita区盲人学生的特殊单元班,以复制聋哑和盲人支持特殊学校在这些地区的情况。在没有任何特殊学校的西达玛区,所研究的学校没有特殊单元课。最后,提出以下建议。实现全纳教育所必需的支持体系,主要需要政府和社会来建立,而不是完全由附近的特殊学校来承担。支持系统应包括为教师和校长提供连续的在职培训,建立负责全纳教育相关问题的学校结构,提供辅助技术以提供特殊需要的教育。特殊单元班的特殊教育模式需要多样化。包容性课程应提供包容性教学,而不是将有身体残疾和没有身体残疾的学生混合在一起,以适应有不同学习需求的学生。
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