Preservice Teachers’ Perspectives on the implementation of Inclusive Education
DOI:
https://doi.org/10.31949/ijeir.v3i2.6808Abstract
The study sought to explore preservice teachers’ perspective on the implementation of inclusive education in the university of Education, Winneba, specifically, the department of Special Education. The study employed a phenomenological design. Semi-structured interviews were used to gather data for the study. The population of the study comprised preservice teachers in their final year. The purposive sampling technique was used to select the participants. The sample size of the study was 21 preservice teachers within the department of Special Education. Majority of the respondents perceived that, the implementation of inclusive education is a movement away from segregation, it is a tool for effective inclusive teaching. The study recommends that, Policy makers such as the Ministry of Education should make available copies of the inclusive education Policy book to preservice teachers. This would enable preservice teachers to have indebt knowledge on the policy and as well as its practice. It is also recommended that, the University of Education, Winneba should organize and schedule frequent workshop trainings on inclusive education professional development for preservice teachers.
Keywords:
Perspective, Inclusive, Education, Preservice TeachersDownloads
References
Asiyai, R. I. (2015). Improving Quality Higher Education in Nigeria: The Roles of Stakeholders. International Journal of higher education, 4(1), 61-70.
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.
Becker, S., Bryman, A., & Ferguson, H. (Eds.). (2012). Understanding research for social policy and social work: themes, methods and approaches. policy press.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Creswell, J. W. (2012). Educational research. pearson.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
Erten, O., & Savage, R. S. (2012). Moving forward in inclusive education research. International Journal of Inclusive Education, 16(2), 221-233.
Farrell, P., & Ainscow, M. (Eds.). (2002). Making special education inclusive: From research to practice. Routledge.
Forlin, C. (2010). Teacher education reform for enhancing teachers’ preparedness for inclusion. International Journal of Inclusive Education, 14(7), 649-653.
Gay, M., & Mills, G. E. (2006). Airasian (2006). Educational research. New Jesey: Upper Saddle River.
Hameed, B., Khan, M. M., Noman, A., Ahmad, M. J., Talib, M. R., Ashfaq, F., ... & Yousaf, M. (2019). A review of Blockchain based educational projects. International Journal of Advanced Computer Science and Applications, 10(10).
Hodkinson, A. (2010). Inclusive and special education in the English educational system: Historical perspectives, recent developments and future challenges. British Journal of Special Education, 37(2), 61-67.
Llewellyn, A., & Hogan, K. (2000). The use and abuse of models of disability. Disability & Society, 15(1), 157- 165.
Mahlo, F. D. (2011). Experiences of learning support teachers in the foundation phase, with reference to the implementation of inclusive education in Gauteng (Doctoral dissertation).
Mensah, E. (2023). Views of Teachers on Inclusive Education in the Gonja East District, Ghana [Masters of Philosophy, University for Development Studies].
Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
Miles, E., & Crisp, R. J. (2014). A meta-analytic test of the imagined contact hypothesis. Group Processes & Intergroup Relations, 17(1), 3-26.
Mitchell, E. W. (2005). The influence of beliefs on the teaching practices of high school foreign language teachers. University of Massachusetts Amherst.
Norwich, B., & Nash, T. (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1), 2-11.
Parasuram, K. (2006). Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability & Society, 21(3), 231-242.
Reindal, S. M. (2008). A social relational model of disability: a theoretical framework for special needs education? European Journal of Special Needs Education, 23(2), 135-146.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
Smyth, S., Frawley, T., & Murphy, L. (2022). Teaching Approaches and Best Practice in Large Group Teaching for Novice Educators: Real-world Example. All Ireland Journal of Higher Education, 14(2).
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., ... & Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education, 20(1), 1-15.
United Nations Environment Programme. Ozone Secretariat. (2006). Handbook for the Montreal protocol on substances that deplete the ozone layer. UNEP/Earthprint.
Walker, C., & Gleaves, A. (2016). Constructing the caring higher education teacher: A theoretical framework. Teaching and teacher education, 54, 65-76.
Weick, K. E. (1995). Sensemaking in organizations (Vol. 3). Sage.
Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods. Cengage learning.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 David Uwumborlame Bunbun, Teddy Afriyie Owusu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
