Teachers Perceived Competency for Inclusive Education

Abstract

This study was conducted to assess the teachers' perceptions of competence for inclusive education. In conducting the study, a total of 497 subjects were randomly taken from 21 second cycle primary schools. The study was carried out at southwestern Ethiopia. Questionnaires and attitude scales were employed in order to gather data. In the analysis of the collected data, quantitative method was employed. Following extensive literature review of teachers' competencies related to Special Educational Needs (SEN), a questionnaire was developed and adopted. It was tested and used to collect data for the study. The findings of the study traces that teachers have positive attitude to inclusion; however, they need training on SEN. In addition, the study showed that teachers showed lack of confidence in their competencies in most dimensions. Authors recommended modifying the existing in service and pre-service teachers training to include competencies related to SEN. It also recommended that provision for continuing professional development and consultancy support for teachers; which in turn will help teachers to develop their confidence and facilitate implementation of inclusive education.