PL EN


2016 | 3(33) | 5-18
Article title

An assessment of special education professional development needs in Namibia .

Selected contents from this journal
Title variants
PL
OCENA POTRZEB DOTYCZĄCYCH ROZWOJU ZAWODOWEGO NAUCZYCIELI W ZAKRESIE KSZTAŁCENIA SPECJALNEGO W NAMIBII
Languages of publication
PL EN
Abstracts
EN
Many children with disabilities in Namibia did not have access to special education. Since the country did not specifically prepare schoolteachers for special education, but for inclusive education, there was a gap in special education teacher-preparation. The purpose of this study was to evaluate aspects of the schoolteachers’ professional development needs related to teaching students with disabilities and other aspects of special education. The sample consisted of 125 schoolteachers who taught at different levels from preschool to secondary school. A semi-structured questionnaire, with open and close-ended questions, was used for the research. The Questionnaires were administered to schoolteachers across six regions of Namibia–Oshana, Ohangwena, Oshikoto, Otjozondjupa, Khomas and Kunene regions. Results suggested that a large majority of the schoolteachers indicated that it was important for them to have professional development on teaching students with disabilities and they rated several suggested topics as being important for their professional development.
PL
W Namibii wiele dzieci niepełnosprawnych nie miało dostępu do kształcenia specjalnego. Ponieważ w kraju nauczycieli nie kształcono w zakresie edukacji specjalnej, tylko edukacji włączającej, w przygotowaniu pedagogów specjalnych istniały luki. Niniejsze badanie miało na celu ocenę aspektów potrzeb nauczycieli dotyczących rozwoju zawodowego w zakresie pracy z uczniem niepełnosprawnym, a także innych aspektów związanych z kształceniem specjalnym. Próba składała się ze 125 nauczycieli pracujących na różnych szczeblach edukacji: od edukacji przedszkolnej po szkołę średnią. Na potrzeby badania zastosowano kwestionariusz częściowo ustrukturyzowany z pytaniami otwartymi i zamkniętymi. Kwestionariusze wypełniali nauczyciele pracujący w sześciu regionach Namibii: Oshana, Ohangwena, Oshikoto, Otjozondjupa, Khomas oraz Kunene. W badaniu zdecydowana większość nauczycieli wskazała, że duże znaczenie ma dla nich rozwój zawodowy w zakresie pracy z uczniami niepełnosprawnymi. Ocenili także kilka zaproponowanych tematów jako istotne dla ich rozwoju zawodowego.
Contributors
  • Duquesne University Canevin 103C 600 Forbes Ave. Pittsburgh, PA 15282, chitiyom@duq.edu
  • Pennsylvania State University
  • University of Namibia
  • Duquesne University
  • Tennessee Technological University
References
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  • Saloojee, G., Phohole, M., Saloojee, H., IJsselmuiden, C. (2006). Unmet health, welfare and educationalneeds of disabled children in an impoverished South African peri-urban township.Child: Care, Health and Development, 33(3), 230–235.
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-2b3defce-12ca-4631-a21b-3cdfd998a896
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