Preprimary Teachers' Knowledge, Attitudes, and Self-Efficacy Toward Inclusive Education and the Provision of Services for Children with Special Needs
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Date
2024-06
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Addis Ababa University
Abstract
This study explores preprimary teachers' knowledge, attitudes, efficacy toward inclusive education and the provision of support for children with special needs in Addis Ababa. A convergent parallel mixed-methods design was employed, combining a quantitative survey using a five-point Likert scale and qualitative semi-structured interviews. The study took place in three sub-cities, Arada, Yeka, and Gulele, which have a total of 515 preschool teachers. From this population, a sample of 115 teachers from six inclusive schools was selected. In addition, 13 teachers and special education teachers participated in the interviews. Data collected through surveys and interviews provided insights into teachers' understanding, attitudes, and efficacy related to inclusive education. The findings revealed a significant gap between teachers' self-reported knowledge and their actual understanding of inclusion. Although teachers generally expressed positive attitudes toward inclusive education and reported high confidence in implementing inclusive strategies, they often lacked practical skills and struggled to adapt teaching activities to meet diverse needs. The study also found a positive correlation between teachers' knowledge, attitudes, and self-efficacy, indicating that higher levels of knowledge are associated with greater confidence in implementing inclusive strategies. However, no significant differences were found between demographic factors such as age, teaching experience, or exposure to students with special needs in influencing teachers' knowledge or attitudes. The study further highlighted gaps in service provision for children with special needs, compounded by limited collaboration with special education experts and class teachers and insufficient training. Thus, advancing inclusive education in preschool settings requires targeted professional development, stronger collaboration between teachers and special needs, and better allocation of resources. Recommendations for policy and practice include comprehensive teacher training programs and improved cooperation between general and special education department.
Key Terms: Inclusive Education, Knowledge, Attitude, efficacy, service provision
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Inclusive Education, Knowledge, Attitude, efficacy, service provision