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The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya

CAREW, Mark
DELUCCA, Marcella
GROCE, Nora
KETT, Maria
February 2018

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There has been little empirical study within low- and middle-income countries on how to effectively prepare teachers to educate children with disabilities. This paper reports on the impact of an intervention designed to increase teaching self-efficacy, improve inclusive beliefs, attitudes and practices, and reduce concerns around the inclusion of children with disabilities within the Lakes region of Kenya. A longitudinal survey was conducted with in-service teachers (matched N = 123) before and after they had participated in a comprehensive intervention programme, delivered in the field by Leonard Cheshire Disability. Results showed that the intervention increased teaching self-efficacy, produced more favourable cognitive and affective attitudes toward inclusive education, and reduced teacher concerns. However, there was little evidence regarding the impact on inclusive classroom practices. The increase in teaching self-efficacy over the intervention period was also found to predict concerns over time. Results are discussed in terms of implications for international efforts, as well as national efforts within Kenya to promote inclusive education.

International Journal of Inclusive Education, vol.23, no.3, Feb 2018
https://doi.org/10.1080/13603116.2018.1430181

Quality inclusive education for children with disabilities in Ethiopia

HANDICAP INTERNATIONAL ETHIOPIA
2017

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Achieving education for all in Ethiopia will remain a distant aspiration if most of the 5 million children with special educational needs in the country cannot go to school. Since 2014, Handicap International have been supporting 49 schools to become places where everyone has a role to play in making schools more inclusive.

Enabling education review, issue 4

ENABLING EDUCATION NETWORK
December 2015

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This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education

Enabling Education Review, issue 4

Signs for a good education

HUMAN RIGHTS WATCH
October 2013

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This video highlights some of the challenges faced by deaf children and young people, and the opportunities sign language education offers them

Supporting HIV-positive teachers in East and Southern Africa

MALLOURIS, Chrstoforos
BOLER, Tania
September 2007

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This report provides an overview of the impact of HIV on teachers and the specific issues HIV-positive teachers face. It also summarises support mechanisms for teachers with HIV and presents key conclusions and recommendations from the consultation regarding how the education sector can support HIV-positive teachers. The report is the result of a consultation involving a range of different stakeholders including representatives of Ministries of Education, teachers' unions and HIV-positive teachers' networks from six countries in East and Southern Africa

Inclusion in action

LEWIS, Ingrid
March 2007

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This report aims to share learning from different experiences of inclusive education within a developing country context and review participatory, active learning approaches. It includes contributions from governmental officers in southern Africa as well as civil society members, project managers and disabled people. This well organised work, which is also available in Braille, concludes by addressing potential solutions and recommendations for further research. This resource would be useful to anyone with an interest in inclusive education and disability and development

Teachers matter : baseline findings on the HIV-related needs of Kenyan teachers

KIRAGU, K.
et al
August 2006

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This paper summarises a baseline study on assessing changes in teachers’ knowledge of HIV & AIDS, risk behaviours (e.g., multiple partners and unprotected sex), and utilisation of voluntary counselling and testing. The workplace model will also aim to assist teachers who are infected with and affected by the disease through helping them to identify and access available treatment, care, and support community resources

An investigation of the needs of primary school educators in the Cape Metropolitan area working with learners who have English as a second language

O'CONNOR, Julie
March 2006

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This study aims to describe the needs of Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area working with English-second (or other) language (ESOL) learners, in order to inform the practice of speech-language therapists in meeting these needs. It describes both the perceptions and experiences of educators regarding ESOL learners, as well as the educators’ strategies to overcome the challenges they faced when teaching ESOL learners

Mainstreaming disability in development programs of African countries : promoting inclusive education

RICHLER, Diane
December 2005

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This is an edited version of a paper presented at the African Decade Partners' meeting. It provides a comprehensive overview of the debate around inclusive education, highlighting key issues, problematic aspects and challenges. Inclusive education is often less expensive than special education, has a greater impact on the learning process and contributes to greater job satisfaction for teachers and to a better learning environment in schools. Disability, however, needs to be seen positively as diversity, which needs to be recognised in the classroom, while additional costs need to be taken into account and adequately resourced to support educational institutions and educators

The impact of antiretroviral treatment on AIDS mortality : a study focusing on educators in South African public schools

REHLE, Thomas
SHISANA, Olive
2005

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This study attempts to estimate the impact of antiretroviral treatment on AIDS mortality over the next ten years, focusing on educators in South African public schools. Recently, African governments have scaled up ART initiatives, but the full potential of wider access to treatment is still unknown. The results of this study show that given that ART only delays death, AIDS mortality rate will increase over time among treated people. Further, as HIV-positive people will survive longer, an expansion of ART programmes will result on higher HIV prevalence. These findings have crucial implications for the education sector. The paper calls for new government policies aimed at increasing the number of students preparing to become teachers and raising the retirement age of educators

Learning from difference : understanding community initiatives to improve access to education

EENET
August 2004

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This CD-ROM holds guidelines for an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The guidelines are aimed at people who want to adapt the process for their own communities, and are supplemented with videoclips and links to further information and useful examples. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The accounts, guides and examples are useful training materials and serve as a stimulus for further reflection

Learning from difference : understanding community initiatives to improve access to education

MILES, Susie
et al
2003

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This is a report of an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The written accounts produced are useful training materials and serve as a stimulus for further reflection

Researching our experience : a collection of writings by teachers

MPIKA TEACHERS
2003

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This publication contains accounts written by Zambian teachers who had participated in an inclusive education action project. The accounts cover a range of issues including the challenges posed by free primary education, and the participatory leadership and teaching methods used to implement inclusive education

State of the world's children 2004 : ­girls, education and development

BELLAMY, Carol
2003

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This year's report focuses on girls' education and its implica- tions for development. It presents the many benefits of educat- ing girls, examines the barriers that keep more girls out of school and the lasting impact such exclusion has on a country's development, details why education is the most effective means of combating many of the most profound challenges to human development and presents concrete and practical recommendations for the way forward

In the web of cultural transition : a tracer study of children in Embu District, Kenya

NJENGA, Ann
KABIRU, Margaret
November 2001

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The study compares children who were taught by preschool teachers trained in the two-year course run by District Centres for Early Childhood Education (DICECE) with those who had untrained teachers. The study, carried out in Embu District (Kenya), found significant differences between the two groups of children particularly in terms of performance in primary schools, with children cared for by DICECE-trained teachers faring better, and in relation to absenteeism, repetition and dropout rates

Inclusion and deafness : a report of a seminar

MILES, Susie
June 1999

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The report on an international seminar which included participants from a number of Southern countries. The report contains reports from these countries, covering issues such as Sign Language development, employing deaf adults in schools, pre-school initiatives and the role of family and community

HIV stress in primary school teachers in Zambia

BAGGALEY, Rachel
et al
1999

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A study was made of stress factors experienced by primary school teachers in Zambia after they had attended a course on stress management and counselling skills. Their pupils were significantly affected by poverty, death and illness of parents, fellow-pupils and teachers, teenage sex and pregnancy, violence in the home and, among girls, low self-esteem. The HIV epidemic had a major bearing on these factors, and there were wide-ranging effects on the teachers' own lives. Despite the training they had been given, many teachers felt that they could not adequately counsel their pupils on these matters. The teachers were in need of continuing support and training to enable them to cope with this aspect of their work

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