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首页> 外文期刊>Journal of Education and Practice >School Teachers’ Attitudes towards Integration of Children with Speech Difficulties in Public Primary Schools: A Case of Busia District, Kenya
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School Teachers’ Attitudes towards Integration of Children with Speech Difficulties in Public Primary Schools: A Case of Busia District, Kenya

机译：学校教师对公立小学言语困难儿童融入社会的态度：以肯尼亚比西亚区为例

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Since the onset of inclusion of children with disabilities in the education sector, many challenges are facing the reform effort especially as regards to improving services of the disabled children. In an inclusive school, general education does not relinquish responsibility for pupils with special needs, but instead, places them at the centre of challenges which include attitudes of teachers and peers. Their self-concept which is influenced by these attitudes determines their academic achievement. Philosophies regarding the education of children with disabilities have changed over the past two decades and several countries have led in the effort to implement policies, which foster the integration of all pupils into mainstream environments. Although the movement of integration has gained momentum in recent years, a key element in the successful implementation of the policy is the views of the personnel who have the major responsibility for implementing it, that is, teachers. It is argued that teachers’ beliefs and attitudes are critical in ensuring the success of the integration practices since teachers’ acceptance of the policy of integration is likely to affect their commitment to implementing it. The importance of investigating attitudes towards people with disabilities has long been recognized. Thus, this paper aims at examining the attitude of teachers towards children with speech difficulties in public primary schools. Descriptive survey design was adopted for this study with focus on a target population of eighty four Primary schools in Busia District. A sample size of twenty five (25) schools was obtained through stratified sampling, simple random sampling and purposive sampling techniques. Data collection was done by use of questionnaires after which descriptive statistics was used in analysis. The study findings showed that teachers held positive attitudes about integration on children with speech difficulties. This boosted the self-concept of pupils with speech difficulties and made them perform averagely in school. This study recommends that integration should be made successful through training sensitization of teachers in special education and improvement in staffing. The study is aimed at helping to identify ways, create and encourage the development of favourable conditions that would boost the self-concept of children with speech difficulties and realize their potentials in life while learning in an integrated setting. Keywords: Teachers, Attitudes, Children with speech difficulties, Public Primary Schools, Busia District
机译：自开始将残疾儿童纳入教育部门以来，改革工作面临许多挑战，特别是在改善残疾儿童服务方面。在包容性学校中，通识教育不会放弃对有特殊需要的学生的责任，而是将他们置于挑战的中心，其中包括老师和同伴的态度。受这些态度影响的他们的自我概念决定了他们的学术成就。在过去的二十年中，有关残疾儿童教育的观念发生了变化，一些国家在实施政策方面做出了努力，这些政策促进了所有学生融入主流环境。尽管近年来融合运动发展势头迅猛，但成功实施该政策的一个关键因素是对实施该政策负有主要责任的人员（教师）的意见。有人认为，教师的信念和态度对于确保融合实践的成功至关重要，因为教师接受融合政策可能会影响他们对实施融合政策的承诺。人们早已认识到调查对残疾人的态度的重要性。因此，本文旨在考察公立小学教师对有言语障碍儿童的态度。本研究采用描述性调查设计，重点是Busia区八十四所小学的目标人群。通过分层抽样，简单随机抽样和目的抽样技术，获得了二十五（25）所学校的样本量。数据收集是通过使用问卷进行的，然后在分析中使用描述性统计数据。研究结果表明，教师对言语障碍儿童的融合持积极态度。这增强了语言障碍学生的自我观念，使他们在学校的学习成绩平均。本研究建议，应通过对特殊教育中的教师进行宣传教育并改善人员配备，使融合成功。这项研究旨在帮助确定方法，创造和鼓励有利条件的发展，这些条件将促进有言语障碍儿童的自我概念，并在综合学习的同时实现其生活潜力。关键字：教师，态度，有言语障碍的孩子，公立小学，釜山地区

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