Survey Of Preferred Delivery Methods For Training Related To Inclusive Education For Teacher In Vientiane Capital Lao P.D.R

Phoutthong Sysoumung, Issavara Sirirungruang, Warangkana Ratchatawan, Warin Krityakiarana

Abstract


Investigation teachers‟ preferred delivery methods regarding inclusion of children with special needs in Vientiane capital Lao P.D.R. Teachers (n=152) from different levels of teaching (elementary school, junior-high school, high school and university) were included in this study. This survey was conducted by questionnaire, which developed from “Teacher Attitude towards Inclusive Education Questionnaire” by Evangeline Kern in 2006. The survey questionnaire was consisted of open-ended responses related to the type of training that should be the most benefit for them in effectively applying inclusive education. Participants responded on a seven points scale from 1 (most beneficial) to 7 (least beneficial). Ranking of preferred delivery methods for receiving training about inclusion were arranged and calculated. The study revealed that coursework at the college/university as the most beneficial for delivery method for them. District level in-service training and out of district training being were the following sequence, respectively. In addition, they also needed training regarding how to be accessible data toward inclusive education, how to applying and adapting equipment for teaching students with disabilities. Interesting enough, they preferred the consistence training twice per year to improve their performance in inclusive education teaching.


Full Text:

PDF

References


A. Driscol lN.G. Nagel-Pearson Allyn Bacon Prentice Hall. (2010). Individuals with Disabilities EducationAct(IDEA).Retrieved from:

https://www.education.com/reference/article/individuals-disabilities-education-act/

Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: A review of the research literature from 1990 to 2014. Research in developmental disabilities.

Allison, R. B. (2011). The lived experiences of general and special education teachers in inclusion classrooms: A phenomenological study. Walden University.

Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers‟ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389.

Barnett, B., Hoke, M., & Hopkins-Thompson, P. (2002). Assessing and Supporting New Teachers. Lessons from the Southeast. Teaching Quality in the Southeast Policy Brief: Southeast Center for Teaching Quality.

Bennett, S., Maton, K., & Kervin, L. (2008). The „digital natives‟ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.

Biddle, S. (2006). Attitudes in education. The science teacher, 52.

Bouck, E. C., Flanagan, S., Joshi, G. S., Sheikh, W., & Schleppenbach, D. (2011). Speaking math—A voice input, speech output calculator for students with visual impairments. Journal of Special Education Technology, 26(4), 1-14.

Brownell, M. T., & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22(3), 154-164.

Brunet, J.-P., & Doré, R. (1993). Les indicateurs de réussite de l'intégration scolaire des élèves handicapés: Université du Québec à Montréal.

Charema, J. (2007). From special schools to inclusive education: The way forward for developing countries south of the Sahara. Journal-International Association of Special Education.

Charema, J. (2010). Inclusive Education in Developing Countries in the Sub Saharan Africa: From Theory to Practice. International Journal of Special Education, 25(1), 87-93.

Choate, J. S. (2004). Successful Inculsive Teaching: Proven ways too detect and correct special needs.

Cook, B. G., Semmel, M. I., & Gerber, M. M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities: Critical differences of opinion. Journal for Special Educators, 20(4), 199-207.

De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers‟ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353.

Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113-126.

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.

Glazerman, S., Dolfin, S., Bleeker, M., Johnson, A., Isenberg, E., Lugo-Gil, J., . . . Ali, M. (2008). Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034. National Center for Education Evaluation and Regional Assistance.

Grimes, P., Sayarath, K., & Outhaithany, S. (2011). The Lao PDR Inclusive Education Project 1993-2009: Reflections on the impact of a national project aiming to support the inclusion of disabled students (Vol. 15).

Heu, N. (2016). The Impact of the Inclusive Education Strategy on the Education of Primary School Students with Disabilities in Vientiane, Lao PDR.

Holland, N., Houghton, A.-M., Armstrong, J., & Mashiter, C. (2017). Accessing and assessing appropriate widening participation data: an exploration of how data are used and by whom. Studies in Continuing Education, 39(2), 214-233.

Hornby, G. (2010). Inclusion: Theory and practice for ex-students of special schools. Special education in the 21st century, 119-135.

Ikematsu, Y., Egawa, K., Endo, M., & Yokouchi, M. (2016). Behavioral traits of the nursing students with special educational needs in Japan. Nurse education in practice, 21, 44-50.

Keil, S. (2003). Survey of educational provision for blind and partially sighted children in England, Scotland and Wales in 2002. British Journal of Visual Impairment, 21(3), 93-97.

Kern, E. (2006). A survey of teacher attitude regarding inclusive educaiton within an urban school district. (Doctor of Psychology), Philadelphia College of Osteopathic Medicine.

Kibria, G. (2005). Inclusion Education and the Developing Countries: The Case of Bangladesh. Journal of the International Association of Special Education, 6(1).

Kristensen, K., Omagor‐ Loican, M., & Onen, N. (2003). The inclusion of learners with barriers to learning and development into ordinary school settings: a challenge for Uganda. British Journal of Special Education, 30(4), 194-201.

Leonard, R., D'Allura, T., & Horowitz, A. (1999). Factors associated with employment among persons who have a vision impairment: A follow-up of vocational placement referrals. Journal of Vocational Rehabilitation, 12(1), 33-43.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1).

Mel Ainscow , P. F. D. T. (2010). Developing policies for inclusive education: a study of the role of local education authorities. International journal of inclusive education, 10, 211-229.

Mira Aliza Rachmawati, T. M. N. m., Nur Widiasmara, Susilo Wibisono. (2016). Differentiated Instruction for Special Needs in Inclusive Schools: A Preliminary Study. Procedia - Social and Behavioral Sciences, 217, 585-593.

Mitchell, D. (2008). What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies. 27-42.

Pura Díaz Veiga. (1997). The Integration of Blind and Visually Impaired Children Into Schooling in Spain.

Robinson, D. (2017). Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education,, 61, 164-178.

Stoler, R. D. (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. The Clearing House, 66(1), 60-62.

Stough, L. M. (2003). Special education and severe disabilities in Costa Rica: Developing inclusion in a developing country. Research and Practice for Persons with Severe Disabilities, 28(1), 7-15.

WHO and World Bank. (2011). World Report on Disability. Retrieved from

www.who.int/disabilities/world_report/2011/en/index.html

Yuko Ikematsu, K. E., Midori Endo, Mitsuko Yokouchi. (2016). Behavioral traits of the nursing students with special educational needs in Japan. Nurse Education in Practice, 21, , 44-50.


Refbacks

  • There are currently no refbacks.