Assessing Teachers' Training Needs for Inclusive Education: A Qualitative Study of Teachers' Perception
DOI:
https://doi.org/10.55737/qjss.733498301Keywords:
Training Needs, Inclusive Education, Children With Individual NeedsAbstract
Despite numerous interventions from the national and international governments and NGOs, the provision of education for children with individual needs has always been a challenge in Pakistan. Including children with particular needs in the regular education system is the first step towards achieving the target of a hundred per cent literacy rate. To achieve the target, teachers need to assess the training needs of including all the children with diverse needs. The current study comprises seven elements, including awareness, collaboration/relationship, curriculum, assessment, instructions, in-class support, and professional training (Jardí et al., 2021; Minondo et al., 2001). The phenomenology research design was used in this study to illustrate the training needs and get similar and contrasting patterns from responses of the four cases. Findings from all four participants demonstrated that teachers have a perception of commitment and high determination about inclusion. Still, there is a need for training teachers to differentiate according to the student's individual needs. All the participants were enthusiastic to include all the children with individual needs.
Downloads
References
Ahmad, F. K. (2015). Challenging exclusion: Issues and concerns in inclusive education in India. Researchpaedia, 2(1), 15-32.
Ainscow, M. (2016). Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51(2), 143-155. https://doi.org/10.1007/s40841-016-0056-x
Ainscow, M., & Goldrick, S. (2010). Making sure that every child matters: Enhancing equity within education systems. In Second international handbook of educational change (pp. 869-882). Springer.
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration / inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056
Bualar, T. (2015). What has gone wrong with inclusive education in Thailand? Journal of Public Affairs, 16(2), 156-161. https://doi.org/10.1002/pa.1563
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32. https://doi.org/10.1080/1359866x.2010.540850
Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234-256. https://doi.org/10.1111/1467-8578.12101
Jardí, A., Acquah, E. O., Ianos, M. A., & Puigdellívol, I. (2021). Educational support in an expanded learning time initiative: Optimising its components to promote inclusive education. European Educational Research Journal, 21(5), 732-755. https://doi.org/10.1177/14749041211002304
Kuyini, A. B., Yeboah, K. A., Das, A. K., Alhassan, A. M., & Mangope, B. (2016). Ghanaian teachers: Competencies perceived as important for inclusive education. International Journal of Inclusive Education, 20(10), 1009-1023. https://doi.org/10.1080/13603116.2016.1145261
Majoko, T. (2019). Teacher key competencies for inclusive education: Tapping pragmatic realities of zimbabwean special needs education teachers. SAGE Open, 9(1), 215824401882345. https://doi.org/10.1177/2158244018823455
Makoelle, T. (2014). School-based support teams as communities of enquiry: A case of developing inclusive practices in the Free State province of South Africa. International Journal of Educational Sciences, 7(1), 67-76. https://doi.org/10.1080/09751122.2014.11890170
Minondo, S., Meyer, L. H., & Xin, J. F. (2001). The role and responsibilities of teaching assistants in inclusive education: What's appropriate? Journal of the Association for Persons with Severe Handicaps, 26(2), 114-119. https://doi.org/10.2511/rpsd.26.2.114
Nishan, F. (2018). Challenges of regular teachers in implementing inclusive education in schools of Maldives. International Journal of Education, Psychology and Counseling, 3(10), 88-102.
Ogba, F. N., Ugodulunwa, C. A., & Igu, N. C. (2020). Assessment of Training Needs of Teachers and Administrators for Effective Inclusive Education Delivery in Secondary Schools in South East Nigeria. International Journal of Educational Leadership Preparation, 15(1), 72-91.
Omwami, E., & Rust, V. (2020). Globalisation, nationalism, and inclusive education for all: A reflection on the ideological shifts in education reform. In Globalisation, ideology and neo-liberal higher education reforms (pp. 31-46). Springer.
Sirem, Ö., & Çatal, T. (2022). An analysis of classroom teachers’ awareness of inclusive education. European Journal of Special Needs Education, 38(2), 203-217. https://doi.org/10.1080/08856257.2022.2050971
Slee, R. (2018). Defining the scope of inclusive education.
Sokal, L., & Katz, J. (2015). Oh, C anada: bridges and barriers to inclusion in Canadian schools. Support for Learning, 30(1), 42-54. https://doi.org/10.1111/1467-9604.12078
Song, J. (2016). Inclusive education in Japan and Korea-japanese and korean teachers' self-efficacy and attitudes towards inclusive education, Journal of Research in Special Educational Needs, 16(Online), 643-648. https://doi.org/https://doi.org/10.1111/1471-3802.12324
Srivastava, M., De Boer, A., & Pijl, S. J. (2013). Inclusive education in developing countries: A closer look at its implementation in the last 10 years. Educational Review, 67(2), 179-195. https://doi.org/10.1080/00131911.2013.847061
Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., & Snell, M. E. (2016). The evaluation of a three-tier model of positive behavior interventions and supports for preschoolers in head start. Remedial and Special Education, 37(6), 333-344. https://doi.org/10.1177/0741932516629650
Thomas, E. K., & Uthaman, S. P. (2019). Knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities. Journal of Social Work Education and Practice, 4(2), 23-32. https://www.jswep.in/index.php/jswep/article/view/78
Walker, V. L., Carpenter, M. E., Kittelman, A., & Rowe, D. A. (2023). Supports planning to improve access and participation in general education classrooms for students with disabilities. TEACHING Exceptional Children, 55(4), 232–235. https://doi.org/10.1177/00400599231167479
Yeo, L. S., Chong, W. H., Neihart, M. F., & Huan, V. S. (2014). Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education, 36(sup1), 69-83. https://doi.org/10.1080/02188791.2014.934781
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Sidra Kalsoom, Sajid Masood
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
