Vastness of Teachers' Awareness of Students with Special Needs at St. Pamachius Inclusive Secondary School in Hai District, Tanzania

Daniel B. Kileo, Adam J. Chidyau, Timothy Mandila
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Abstract

This formative assessment sought to determine the educators' awareness of special needs students' abilities in promoting inclusive education at St. Pamachius Secondary School. Anchored in Scaffolding theory by the Russian psychologist Lev Vygotsky in 1978, the evaluation employed the convergent design under a mixed methods evaluation approach in which qualitative and quantitative data sets were collected at one point in time, analyzed separately before they were converged in a single study. The targeted population was 439, from which 151 respondents were sampled through stratified random, census and convenient sampling techniques. Data were gathered using questionnaires and interview guides from 123 students, 24 teachers, 1 head of school, and 1 Catholic Diocesan Education secretary. Tools for data collection were validated through research experts from Mwenge Catholic University, and the reliability of the questionnaire was achieved through the Cronbach Alpha technique, where coefficients for students' and teachers' questionnaires were 0.85 and 0.76, respectively. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data were descriptively analyzed in frequencies and percentages and presented in a table. The qualitative data were coded, thematically analyzed and presented in direct quotations. The research findings indicate that both teachers instructing students with special needs and the students themselves exhibit awareness of inclusive education principles. Furthermore, the study highlights positive interactions between teachers instructing both special needs and non-special needs students. Consequently, it can be inferred that teachers and students possess an awareness of effective teaching and learning strategies for both groups, which ultimately contribute to their potential development within the framework of inclusive education at St. Pamachius Secondary School. Based on these findings, it is recommended that the Ministry of Education, Science, and Technology enforce mandatory inclusive education courses within teacher training programs. This initiative aims to mandate the integration of inclusive education modules in all teacher training institutions. This mandate ensures that every graduating teacher possesses the essential knowledge and skills for proficiently implementing inclusive education. Such a systemic reform aligns with the overarching objective of advancing inclusive education and comprehensively addressing students' diverse needs.
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坦桑尼亚海区圣帕马奇乌斯全纳中学教师对有特殊需求学生的了解程度
这项形成性评估旨在确定教育工作者对特殊需要学生能力的认识,以促进圣帕马奇乌斯中学的全纳教育。评估以俄罗斯心理学家列夫-维果茨基(Lev Vygotsky)于 1978 年提出的 "支架理论"(Scaffolding theory)为基础,采用了混合评估方法下的聚合设计。目标人口为 439 人,通过分层随机抽样、普查和方便抽样技术从中抽取了 151 名受访者。研究人员使用问卷和访谈指南收集了 123 名学生、24 名教师、1 名校长和 1 名天主教教区教育秘书的数据。数据收集工具经过了姆文盖天主教大学研究专家的验证,问卷的可靠性通过克朗巴赫-阿尔法(Cronbach Alpha)技术实现,学生和教师问卷的系数分别为 0.85 和 0.76。定性数据的可信度通过三角测量法和同行汇报法得到了保证。定量数据以频率和百分比进行描述性分析,并以表格形式呈现。对定性数据进行了编码、主题分析,并以直接引语的形式呈现。研究结果表明,指导有特殊需要学生的教师和学生本身都表现出了对全纳教育原则的认识。此外,研究还强调了指导有特殊需要和无特殊需要学生的教师之间的积极互动。因此,可以推断,教师和学生对针对这两个群体的有效教学和学习策略都有一定的认识,这最终有助于他们在圣帕马奇厄斯中学全纳教育框架内的潜能发展。基于这些研究结果,建议教育、科学和技术部在教师培训计划中强制推行全纳教育课程。这一举措旨在强制要求所有教师培训机构纳入全纳教育模块。这项任务可确保每一位即将毕业的教师都能掌握熟练实施全纳教育的基本知识和技能。这种系统性改革符合推进全纳教育和全面解决学生不同需求的总体目标。
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