Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2021-10-22 DOI:10.4102/sajce.v11i1.1023
Sattiavany Veerabudren, A. Kritzinger, Savila T. Ramasawmy
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引用次数: 2

Abstract

Background: Although Mauritius has adopted an inclusive education policy for learners with special education needs, it has not yet been implemented. Little is known about how teachers support learners experiencing reading and writing difficulties (RWD) in mainstream government primary schools.Aim: The aim of the study was to describe the perspectives of mainstream primary school teachers in Mauritius about learners with RWD and inclusive education.Setting: The data collection took place at the respective schools selected for the study.Methods: A total of 100 teachers from randomly selected schools in Zone 2, an area with urban and rural schools in Mauritius, were recruited to complete a questionnaire.Results: The results show that almost all participants had encountered learners with RWD, but they had no training in RWD or specific learning disorders. Thus, participants had inadequate perspectives about the causes, identification and intervention of RWD. By far, the majority of participants viewed special education schools as the best learning environment for learners with RWD and inclusive education as detrimental to learners with RWD. However, the same number of participants (81.8%) agreed that extensive teacher retraining will facilitate the integration of learners with RWD in regular schools. Younger participants were more interested in training and more experienced teachers tended to view learners with RWD more positively.Conclusion: The study supports the need for in-service training of mainstream primary school teachers in RWD and inclusive education and to include the topics in the curriculum of future teachers.
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毛里求斯主流公立小学教师对阅读和写作困难学生的看法
背景:尽管毛里求斯为有特殊教育需求的学习者制定了包容性教育政策,但该政策尚未实施。关于教师如何支持主流公立小学中遇到阅读和写作困难的学生,我们知之甚少。目的:本研究的目的是描述毛里求斯主流小学教师对RWD和包容性教育学习者的看法。背景:数据收集是在为研究选定的各个学校进行的。方法:从毛里求斯城市和农村学校所在的2区随机选择的学校招募100名教师,完成问卷调查。结果:结果显示,几乎所有参与者都遇到过RWD学习者,但他们没有接受过RWD或特定学习障碍的训练。因此,参与者对RWD的原因、识别和干预的看法不足。到目前为止,大多数参与者认为特殊教育学校是RWD学生的最佳学习环境,而包容性教育对RWD学生不利。然而,同样数量的参与者(81.8%)同意,广泛的教师再培训将有助于学习者融入正规学校的RWD。年轻的参与者对培训更感兴趣,更有经验的教师倾向于更积极地看待RWD学习者。结论:本研究支持对主流小学教师进行RWD和包容性教育的在职培训,并将这些主题纳入未来教师的课程中。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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