Selection of a classroom observation tool for disability inclusion in Uganda.

IF 1.3 Q4 HEALTH CARE SCIENCES & SERVICES African Journal of Disability Pub Date : 2024-10-31 eCollection Date: 2024-01-01 DOI:10.4102/ajod.v13i0.1485
Elizabeth S Kawesa, Claire Nimusiima, Janet Seeley, Femke Bannink Mbazzi
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Abstract

Background: Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers.

Objectives: To effectively measure the intervention's impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context.

Method: Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings.

Results: Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach's alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES.

Conclusion: The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools.

Contribution: The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.

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为乌干达残疾人融入社会选择课堂观察工具。
背景:Obuntu Bulamu 是乌干达促进残疾儿童全纳教育的一项干预措施。这种基于 "乌班图"(Ubuntu)理念的文化适宜方法,为儿童、家长和教师提供了同伴互助活动:为了有效衡量干预措施对残疾儿童全纳教育的影响,本研究旨在选择、调整和测试适合乌干达国情的课堂观察工具:选择了三种结构化课堂观察工具,并在瓦基索地区的 10 所小学进行了试点:课堂观察核对表(CoC)、师生观察工具(T-POT)和互动参与量表(IES)。对这些工具进行了调整,以确保其在乌干达学校环境中的文化相关性和适用性:结果:班级规模、教学方法、文化相关性、语言和易用性等因素影响了所选工具的适用性。与 T-POT 和 IES 相比,CoC 是一种更有效的工具,具有很强的内部一致性(Cronbach's alpha 为 0.80),可用于捕捉课堂上的包容性和同伴间的支持:研究结果强调了在特定文化背景下和低收入国家环境中调整和测试工具的重要性,以及在测量小学中的残障包容性时考虑文化背景因素(如班级规模、教学方法、语言复杂性和易用性)的重要性:为 Obuntu Bulamu 随机对照试验选择的课堂观察工具为非洲大陆的残疾知识和实践做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
African Journal of Disability
African Journal of Disability HEALTH CARE SCIENCES & SERVICES-
CiteScore
2.10
自引率
5.90%
发文量
50
审稿时长
20 weeks
期刊介绍: The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
期刊最新文献
Selection of a classroom observation tool for disability inclusion in Uganda. Employment challenges for persons with visual impairment in Windhoek, Namibia. Paediatric cerebral palsy in South Africa: Prevention and care gaps at hospital level. Primary healthcare rehabilitation users' views on activity limitations and participation in South Africa. Participatory research with youth with disabilities: Experiences from sub-Saharan Africa.
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