ABSTRACT

In an era of increasing demand for accessible, quality, and equitable education for all children and increased responsibilities for teachers and educators, inclusive education must be resourced adequately. This article reports on the qualitative findings from a multiple case study of support resources perceived to enhance teachers’ efficacy in leading inclusive practice in early childhood settings in Ghana. Teachers, headteachers and education officials, with wide-ranging teaching or supervision experience, were chosen purposefully as participants for this study. Study findings from thematic data analysis revealed that multi-faceted support resources are essential for leading inclusive education and change practice effectively. More importantly, it was evident that the usefulness of support resources was based on teacher judgements, perceptions, and value-addition; system leadership; and understanding of the vision and values related to the education of all children. While some early childhood settings were seemingly well resourced and supported, others were in need of such resources. Most participants, therefore, shared the view that to realise quality and inclusive education for all young children, early childhood settings need to be well-resourced and receive ongoing support. Implications of the findings are discussed in the light of change implementation.

摘要

在一个对所有儿童获得可及、优质和公平教育的需求不断增加以及教师和教育工作者的责任不断增加的时代，必须为全纳教育提供充足的资源。本文报告了多项支持资源案例研究的定性结果，这些支持资源被认为可以提高教师在加纳幼儿教育环境中领导包容性实践的效能。具有广泛教学或督导经验的教师、校长和教育官员被特意选为本研究的参与者。专题数据分析的研究结果表明，多方位的支持资源对于有效领导全纳教育和变革实践至关重要。更重要的是，很明显，支持资源的有用性是基于教师的判断、看法、和增值；系统领导；了解与所有儿童的教育相关的愿景和价值观。虽然一些幼儿教育机构似乎资源充足且得到支持，但其他机构则需要此类资源。因此，大多数与会者都认为，要为所有幼儿实现优质和全纳教育，幼儿教育机构需要资源充足并得到持续支持。研究结果的含义根据变革实施进行了讨论。同意为所有幼儿实现优质和包容性教育的观点，幼儿环境需要资源充足并得到持续支持。研究结果的含义根据变革实施进行了讨论。同意为所有幼儿实现优质和包容性教育的观点，幼儿环境需要资源充足并得到持续支持。研究结果的含义根据变革实施进行了讨论。