The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia

Autor/inn/en	Gedfie, Mebrat; Negassa, Dawit
Titel	The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia
Quelle	In: International Journal of Education and Literacy Studies, 7 (2019) 2, S.31-38 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Visual Impairments; Elementary Schools; Shared Resources and Services; Resource Centers; Principals; Teacher Attitudes; Administrator Attitudes; Student Needs; Special Education; Faculty Development; Itinerant Teachers; Instructional Materials; Barriers; Teacher Qualifications; Resource Allocation; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Elementary school; Grundschule; Volksschule; Gemeinwirtschaft; Principal; Schulleiter; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Mobile Lehrerreserve; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrqualifikation; Ressourcenallokation; Äthiopien
Abstract	The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01