Literaturnachweis - Detailanzeige
Autor/inn/en | Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary |
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Titel | The Experiences of Teachers of Children with Intellectual and Developmental Disabilities in Inclusive Schools in Accra, Ghana |
Quelle | In: Journal of Research in Special Educational Needs, 19 (2019) 4, S.283-294 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1471-3802 |
DOI | 10.1111/1471-3802.12447 |
Schlagwörter | Inclusion; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Developing Nations; Teaching Experience; Teacher Attitudes; Special Education Teachers; Learning Strategies; Outcomes of Education; Student Diversity; Foreign Countries; Ghana Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Developing country; Developing countries; Entwicklungsland; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Ausland |
Abstract | Although inclusive education is the best form of education for all children including those with disabilities, children with intellectual and developmental disabilities (IDD) in developing contexts such as Ghana are often educated in segregated settings or institutionalised. An understanding of teachers' experiences with children with IDD in inclusion can inform strategies for more effective inclusive systems for children with IDD. We analysed the interview data from 16 general and two special educators who teach children with IDD. Participants shared their positive and negative experiences of educating children with IDD in inclusive schools in Accra, Ghana. Participants also shared their suggestions of classroom practices and learning strategies that might further facilitate inclusion of children with IDD in Ghana in the future. Identifying and addressing factors accounting for participants' negative experiences while supporting and encouraging positive experiences may create more conducive spaces for accommodation of diversity and improvement of outcomes for children with IDD. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |