Teachers' view on early childhood special education : A case of Livingstone
Notice bibliographique
Résumé
The purpose of this study was to investigate the views of teachers on early childhood special education in basic schools of Livingstone district of Zambia. In the present study, early childhood special education referred to an educational arrangement in which learners with special educational needs have access to early childhood care and development facilities in our education system from pre¬school age. Studies undertaken in other countries such as the United States of America, Canada, Australia, Japan, the United Kingdom and some parts of Europe and Africa have indicated that early childhood special education works well. This may be due to the fact that these nations have realized that early childhood special education, like any other education, pays off well in that these children find more success in later life. The study was therefore, carried out to investigate the nature of teachers' views on early childhood special education in the Livingstone district. The study had 110 respondents who participated in it. The respondents consisted of the head teachers (N = 11), basic school teachers (N=36); special education teachers (N=29); pre-school teachers (N=26) and high school teachers (N=8). Questionnaires and interviews were used to obtain information from respondents. Frequencies and percentages were used to analyse the quantitative data obtained. The responses from interviews were coded and grouped to establish the emerging themes in the study. The study found that teachers were in favour of early childhood special education. in In addition, the study established that type of training teachers underwent was not a potent factor in teachers' views on early childhood special education. Length of service of a teacher, educational resources and information on early childhood special education were significant in teachers' views on early childhood special education. Teachers preferred learners with mild and moderate special education needs to be included in mainstream facilities. The teachers indicated that learners with severe and profound special educational needs should be cared for in separate facilities in the education system. Arising from the results of this study, the present author therefore, would like to make the following recommendations for implementation: • The government needs to put in place a set of laws and policies including a rational plan of action for learners with special education needs that strongly support early childhood special educational care and development. • Localized training should be introduced to both pre-service and in-service teachers in order to support them with relevant skills and knowledge on early childhood special education through teacher training college curriculum and introductory short intensive courses run by colleges of education, standards officers and other stakeholders. • Existing facilities in ordinary schools such as classrooms, furniture, equipment, sanitation and the distribution of resources should be improved and strengthened to enable early childhood special education programmes to be run smoothly.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,010 | 0,004 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».