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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

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    Date
    2018
    Author
    Carew, Mark T.
    Deluca, Marcella
    Groce, Nora
    Kett, Maria
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    Abstract
    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.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16187
    Citation
    Mark T. Carew, Marcella Deluca, Nora Groce & Maria Kett (2019) The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya, International Journal of Inclusive Education, 23:3, 229-244, DOI: 10.1080/13603116.2018.1430181
    DOI
    10.1080/13603116.2018.1430181
    More details
    http://dx.doi.org/10.1080/13603116.2018.1430181
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    Copyright © 2021 Informa UK Limited
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