Assessing the Special Education Professional Development Needs of Northern Malawian Schoolteachers

Autor/inn/en	Hughes, Elizabeth; Chitiyo, Morgan; Itimu-Phiri, Ambumulire; Montgomery, Kristen
Titel	Assessing the Special Education Professional Development Needs of Northern Malawian Schoolteachers
Quelle	In: British Journal of Special Education, 43 (2016) 2, S.159-177 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12128
Schlagwörter	Educational Needs; Faculty Development; Special Education Teachers; Semi Structured Interviews; Questionnaires; Statistical Analysis; Inclusion; Knowledge Base for Teaching; Needs Assessment; Assistive Technology; Educational Resources; Accessibility (for Disabled); Teacher Attitudes; Foreign Countries; Malawi + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Fragebogen; Statistische Analyse; Inklusion; Teaching theory; Theory of teaching; Unterrichtstheorie; Bedarfsermittlung; Bildungsmittel; Accessibility; Zugänglichkeit; Lehrerverhalten; Ausland
Abstract	This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi-structured questionnaire with open and close-ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self-identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01