From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools     

Brent C. Elder  Michelle L. Damiani  Benson O. Oswago 《International Journal of Inclusive Education》2016,20(4):413-434

The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching strategies in a rural setting with many known barriers to the development of a sustainable inclusive education system. This qualitative study examines teachers’ uses of inclusive teaching strategies in primary schools following a series of teacher trainings, classroom observations, individual semi-structured teacher conferences, reflective lesson plans, and pre- and post-questionnaires. Moving beyond legal mandates and attitudinal assessments, the outcomes of this study demonstrate that in a short time, and among a small sample of teachers, administrators, and Ministry officials, a culturally responsive approach to implementing inclusive learning strategies proved beneficial for meeting the needs of diverse primary school students in western Kenya.  相似文献   

A critique of how technology adoption models are utilized     

Brent Wilson  Jackie Dobrovolny  May Lowry 《Performance Improvement》1999,38(5):24-29

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