首页> 外文OA文献 >Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.
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Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

机译:确定小学教师对包容残疾儿童的态度:以巴布亚新几内亚东部高地省戈罗卡的三所小学为例。

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摘要

The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.
机译:包容性教育的全球议程促使巴布亚新几内亚教育部制定了特殊教育政策,该政策随后得到了政府的认可,并将在所有学校中得到实施。对全纳教育的强调是确保所有有能力和有残疾的儿童都在其所在社区的学校中接受教育。包容性教学法为普通班级教师提供了责任,建立了一个包容性学习环境。本研究着眼于影响农村小学教师态度的因素。大量研究表明,成功实施有特殊需求的儿童的融合在很大程度上取决于教师对融合的积极态度。这项研究的结果揭示了许多影响教师态度的因素,这表明当个别教师对特殊教育的知识水平受到限制时,将残疾儿童纳入主流学校是一项挑战。提供有关巴布亚新几内亚基础教育领域的知识。迄今为止,巴布亚新几内亚的全纳教育研究仅限于小学。代表巴布亚新几内亚东部高地省戈罗卡农村地区三所学校的七名小学教师参加了这项研究。该研究采用定性方法,使用半结构化的个人访谈和观察来收集数据。研究表明,参与者知道教育的重要性,并支持教育对所有儿童,甚至是残疾儿童都重要的观点。进一步的询问表明,教师对包容性的接受程度是由多种因素决定的。其中包括教师培训,教学经验,性别,身体环境,班级规模,资源/材料,残疾类型以及文化信仰和地理环境对包容性的影响,还表明未能在教师之间建立协作和信任关系,父母,专业人员以及非常重要的一点是,政府的充足财政支持可能会对融合的结果产生严重影响。尽管融合教育对所有儿童都是有益的,但对教育工作者而言也是挑战。因此,已确定的因素需要解决。解决这些障碍可能会导致教师的态度发生积极变化。

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    Winis Colleen;

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