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- Author: Mustefa Jibril
- Publisher: GRIN Verlag
- ISBN-10: 3346498220
- ISBN-13: 9783346498229
- Format: 14.8 x 21 x 0.2 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
Special education programs in inclusive schools in Ethiopia. Teachers' views (e-book) (used book) | bookbook.eu
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Academic Paper from the year 2021 in the subject Education - Educational Tests & Measurements, language: English, abstract: 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.
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- Author: Mustefa Jibril
- Publisher: GRIN Verlag
- ISBN-10: 3346498220
- ISBN-13: 9783346498229
- Format: 14.8 x 21 x 0.2 cm, softcover
- Language: English English
Academic Paper from the year 2021 in the subject Education - Educational Tests & Measurements, language: English, abstract: 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.
Reviews