The purpose of this study was to examine the special education programs used in inclusive schools in Ethiopia from the perspective of teachers. The study also aimed to determine whether statistically significant differences were in teachers' perceptions of their status, gender, teaching experience, and level of education. 615 question papers with 20 Likert statements are distributed to a random sample of general and special education teachers working in areas including Ethiopia. Eighty-five percent (n = 523) teachers completed and returned practical questions. Analysis of the data collected, using descriptive statistics and variance analyzes, has shown that teacher assessments of special educational programs used in their schools are generally acceptable. The results also show significant differences in the assessment of teachers in terms of their position and level of education.
Table of Contents
1. Introduction
Statement of purpose
2. Methods
Participants
Measures
Procedures
Data Analysis
3. Results
4. Conclusion and Discussion
Objectives and Research Focus
The primary objective of this study is to evaluate special education programs in inclusive schools in Ethiopia from the perspective of teachers, specifically examining whether factors such as teacher status, gender, teaching experience, and education level influence their assessments of program effectiveness.
- Evaluation of special education program effectiveness in inclusive school settings.
- Analysis of teachers' perspectives on curriculum, learning environment, and social skills development.
- Investigation of differences in program assessment based on demographic and professional variables.
- Identification of strengths and weaknesses in current special education practices to inform future improvements.
Excerpt from the Book
1. Introduction
Evaluation of special education programs in public schools is important because it provides decision makers, such as program staff, school administrators, and government-sponsored agencies, with important information on the effectiveness of various school programs. In addition, evaluation of education systems provides the necessary feedback that contributes to the development of the education system by diagnosing and strengthening its strengths, identifying its weaknesses or shortcomings, and developing strategies for development strategies.
Students with disabilities can add to the challenges of educational planning because of their complex neurodevelopmental and co-operative problems (Magyar, 2011). To bring effective education programs to children with special needs, one must carefully plan, implement, and adapt these programs according to the changing circumstances and needs of the target audience. System evaluation requires the collection of information about a variety of system components that can be used to perform price judgments. Decisions of such value may include decisions regarding the need for a plan, the appropriateness of its objectives, its implementation, and its outcomes (Maher & Bennett, 1984; Spaulding, 2008). Assessment methods should also include effective methods to provide a comprehensive assessment of the strengths and weaknesses of the programs offered. Purposeful evaluation can provide reliable information about the effectiveness of the program in achieving the desired goals, and with this information, appropriate decisions can be made to improve the system. Objective testing can be helpful if we carefully choose the tools while considering possible changes.
Summary of Chapters
1. Introduction: Outlines the importance of evaluating special education programs and reviews existing literature and challenges in educational planning for students with disabilities.
2. Methods: Describes the quantitative research design, the selection of participants from Ethiopian schools, the development of the Likert-scale questionnaire, and the statistical methods used for analysis.
3. Results: Presents the findings regarding teacher assessments of various domains, highlighting that while some areas are perceived positively, others require significant improvement.
4. Conclusion and Discussion: Summarizes the study's conclusions, comparing them with previous research and offering recommendations for strengthening special education program delivery.
Keywords
Evaluation, programs, inclusive, special education, perspectives, teachers, Ethiopia, students with disabilities, educational environment, Likert scale, program outcomes, social skills, teacher training.
Frequently Asked Questions
What is the core focus of this research study?
The study focuses on evaluating the effectiveness of special education programs in inclusive schools within Ethiopia as perceived by the teachers responsible for their implementation.
Which specific areas of special education programs are analyzed?
The research analyzes six domains: educational environment, educational methods, social skills, family participation, entertainment, and program outcomes.
What is the primary research question?
The study aims to determine the views of teachers regarding the evaluation of special education programs and whether there are statistically significant differences in these assessments based on teacher characteristics.
Which scientific methodology was utilized?
The study utilized a quantitative research design, employing a survey-based Likert questionnaire administered to a large sample of general and special education teachers.
What does the main body of the work address?
The main body covers the theoretical background, the detailed methodology of the survey design, the statistical analysis (including ANOVA and Tukey's HSD), and a breakdown of empirical results.
What are the characterizing keywords for this document?
Key terms include Evaluation, programs, inclusive, special education, perspectives, teachers, Ethiopia, and students with disabilities.
How were the teachers' assessment scores categorized?
Scores were categorized as 'Good' for high ratings, 'Acceptable' for mid-range ratings, and 'Weak' for low ratings based on mean values calculated from the Likert survey.
What specific finding emerged regarding the 'Program Outcomes' domain?
The 'Program Outcomes' domain received the lowest scores, indicating that teachers consider the evaluation of outcomes and the follow-up of students post-graduation to be a weak area in the current system.
Did teaching experience impact the teachers' evaluations?
No, the results showed no statistically significant difference in assessments based on the years of teaching experience of the respondents.
What role does family participation play according to the study?
Family participation and engagement in recreational activities were highly rated by teachers, suggesting these are areas where the programs are functioning effectively.
- Citar trabajo
- Mustefa Jibril (Autor), 2021, Special education programs in inclusive schools in Ethiopia. Teachers' views, Múnich, GRIN Verlag, https://www.grin.com/document/1128002
