Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/8688
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dc.contributor.authorKuyini-Abubakar, Ahmeden
dc.contributor.authorMangope, Boitumeloen
dc.date.accessioned2011-10-18T13:21:00Z-
dc.date.issued2011-
dc.identifier.citationInternational Journal of Whole Schooling, 7(1), p. 20-37en
dc.identifier.issn1710-2146en
dc.identifier.urihttps://hdl.handle.net/1959.11/8688-
dc.description.abstractThis study examined student teachers' attitudes and concerns about inclusive education in Ghana and Botswana. A three-part survey questionnaire consisting of background variables, attitudes, and concerns was completed by 202 students from four teacher training institutions in both countries. One of the institutions was a university and the others were teacher training colleges. Employing descriptive statistics, t-tests and ANOVA the results showed that the student teachers' attitudes were barely positive; they had concerns about inclusive education relating to a number of issues including resources and their responses were influenced by some background variables. The findings support earlier studies of attitudes and concerns of practicing teachers and provides basis for recommending that more needs to be done in teacher training courses in Ghana and Botswana to enhance student teacher attitudes towards students with disabilities in regular classrooms as well as reduce the existing concerns. Some recommendations are made in relation to improving student teachers' disposition towards inclusive education.en
dc.languageenen
dc.publisherWhole Schooling Consortiumen
dc.relation.ispartofInternational Journal of Whole Schoolingen
dc.titleStudent Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswanaen
dc.typeJournal Articleen
dcterms.accessRightsGolden
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameAhmeden
local.contributor.firstnameBoitumeloen
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.schoolLearning and Teachingen
local.profile.emailkuyinia@une.edu.auen
local.profile.emailmangopeb@mopipi.ub.bwen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20111001-09529en
local.publisher.placeUnited States of Americaen
local.format.startpage20en
local.format.endpage37en
local.url.openhttps://files.eric.ed.gov/fulltext/EJ939056.pdfen
local.peerreviewedYesen
local.identifier.volume7en
local.identifier.issue1en
local.access.fulltextYesen
local.contributor.lastnameKuyini-Abubakaren
local.contributor.lastnameMangopeen
dc.identifier.staffune-id:kuyiniaen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:8878en
dc.identifier.academiclevelAcademicen
local.title.maintitleStudent Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswanaen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorKuyini-Abubakar, Ahmeden
local.search.authorMangope, Boitumeloen
local.uneassociationUnknownen
local.year.published2011en
Appears in Collections:Journal Article
School of Education
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