Knowledge, Attitude, and Classroom Practices of Regular Class Teachers in Including Students With Intellectual Disability In to Regular Classes of Primary Schools in Addis Ababa
No Thumbnail Available
Date
2010-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
This study was undertaken to examine the knowledge, allitude, and classroom practices
of regular class teachers of primmy schools in Addis Ababa related to inclusion of
students with intellectual disability into the regular classroom. 771e study covered all
primOly schools found in Addis Ababa that included students with intellectual disability
in their regular classrooms. The total sample population of this study was 63 (n=63)
regular class teachers. To collect the needed data ji-om the subjects considered in this
study, a questionnaire, interview guide, and observation checklist were administered
Results of the data analyses indicated that the participants af this study lack sufficient
knowledge; held positil'e alliludes and their classroom practices were identified as
inefficient. Comparisons made between reopondents of this survey on different teachers'
variables indicateel thel/ oifly on some of the comparisons made statisticall)r signijicant
differences were observed. The correlations made between different variables in this
study showed that there were positive relationships between the variables if not stronx
relationships. Finally, .findings suggest that appropriate trainings .Ipecific to the leaching
a/students with me mal retardation in regular classrooms should be providedfor rexulCll'
class teachers that included pupils with the disability in their classrooms. 1n add/lion.
strong cooperation should be maintained between the regular class teachers and opecial
needs education teachers in the schools in order to facilitate jiJr belle I' learning 0/
students wilh the disability in regular classrooms.
Description
Keywords
Knowledge, Attitude,, and Classroom Practices of Regular Class Teacher