ABSTRACT

Although there is widespread support for inclusion at a philosophical level, there are some concerns that teachers lack the necessary knowledge and skills to educate students with disability in inclusive classrooms. Utilising a data set of 125 teachers from 3 teacher education institutions and 6 secondary schools in Ethiopia, this study reports the effects of teacher training on understanding inclusive education, teachers’ attitudes towards inclusion and their feelings towards students with a disability. The results show that there are two positions reflected in conceptualising inclusive education, i.e. the concept that is placing children with disability in the regular class, while another concept is just providing support to children with disability. This study reports 81–85% of the participants’ positive understanding of the overall purpose of inclusive education. Teachers reported a more positive attitude towards inclusion than those who had negative experiences implementing inclusive pedagogy and working with children with disabilities in inclusive classrooms. The main concerns regarding the implementation of inclusive education include very little readiness (62%), inadequate teacher preparation (38%), lack of instructional materials (25%), less attention being paid to teacher preparation for inclusive education (20%), etc. The implications discussed and suggestions made for future studies.

摘要

尽管在哲学层面上包容性得到了广泛支持，但有人担心教师缺乏必要的知识和技能来在包容性课堂上教育残疾学生。本研究利用埃塞俄比亚 3 所师范教育机构和 6 所中学的 125 名教师的数据集，报告了教师培训对理解全纳教育的影响、教师对全纳教育的态度以及对残疾学生的感受。结果表明，融合教育的理念体现了两种立场，一种是将残疾儿童纳入普通班级，另一种则是为残疾儿童提供支持。这项研究报告称，81-85% 的参与者对全纳教育的总体目标有积极的理解。与那些在包容性课堂上实施包容性教学法和与残疾儿童一起工作的消极经历的教师相比，教师对包容性持更积极的态度。对实施全纳教育的主要担忧包括准备不足（62%）、教师准备不足（38%）、缺乏教学材料（25%）、对全纳教育的教师准备关注较少（20%）、讨论的意义以及对未来研究的建议。与那些在包容性课堂上实施包容性教学法和与残疾儿童一起工作的消极经历的教师相比，教师对包容性持更积极的态度。对实施全纳教育的主要担忧包括准备不足（62%）、教师准备不足（38%）、缺乏教学材料（25%）、对全纳教育的教师准备关注较少（20%）、讨论的意义以及对未来研究的建议。与那些在包容性课堂上实施包容性教学法和与残疾儿童一起工作的消极经历的教师相比，教师对包容性持更积极的态度。对实施全纳教育的主要担忧包括准备不足（62%）、教师准备不足（38%）、缺乏教学材料（25%）、对全纳教育的教师准备关注较少（20%）、讨论的意义以及对未来研究的建议。