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首页> 外文期刊>Journal of Education and Practice >Teachers’ and School Administrators’ Preparedness in Handling Students with Special Needs In Inclusive Education In Kenya
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Teachers’ and School Administrators’ Preparedness in Handling Students with Special Needs In Inclusive Education In Kenya

机译：教师和学校管理员在肯尼亚携带特殊需求处理学生的准备

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The philosophy of social inclusion is embedded in current legislation of the convention of child rights and the requirement of equal opportunities for those with disability (Salamanca Statement, 1994). Inclusive education entails taking care of all students including those with special needs like physical, mental or developmental. This paper reports the outcome of a study that assessed the level of teachers’ and school administrators’ preparedness to handle inclusive education. The participants were 140 teachers and 13 Principals of selected secondary schools in Kenya. A questionnaire, interview schedule and classroom observation tool were used for data collection. Data were analysed descriptively and using inferential statistics. Results revealed physical infrastructure and instructional resources are unsuitable to support learners with special needs. There was general lack of teacher training on pedagogy and knowledge on how to handle students with special needs. School management policies regarding learners with special needs were not comprehensive enough to cater for all students. Collaboration among teachers to support learners with special needs falls below expectation. There is need to develop knowledge base on inclusive education, to meet learning needs of individual students. Teachers should undergo periodic refresher courses to develop personalized learning approaches, skills and competences, to effectively handle the heterogeneous nature of contemporary classes. Key words: Inclusive education, Special needs, Preparedness, Pedagogical knowledge base
机译：社会包容性的哲学嵌入了当前关于儿童权利公约的立法以及对残疾人的平等机会的要求（萨拉曼卡声明，1994年）。包容性教育需要照顾所有学生，包括具有身体，精神或发育等特殊需求的人。本文报告了一项研究的结果，评估了教师和学校管理人员准备才能处理包容性教育的研究。参与者是肯尼亚选定中学的140名教师和13名校长。调查问卷，面试计划和课堂观测工具用于数据收集。描述地分析数据并使用推动统计分析。结果显示，物理基础设施和教学资源不适合支持具有特殊需求的学习者。关于教育学的普遍缺乏教师培训和关于如何处理特殊需求的学生的知识。有关具有特殊需求的学习者的学校管理政策并不足够全面，以满足所有学生。教师之间的合作支持特殊需求的学习者低于预期。需要在包容性教育方面发展知识库，以满足个别学生的学习需求。教师应经过周期性的复习课程，以培养个性化的学习方法，技能和能力，以有效处理当代课程的异质性质。关键词：包容性教育，特殊需求，准备，教学知识库

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